全日制人教版高二英语上册全册教案

按住 Ctrl 键单击鼠标左打开配套名师教学视频动画播放人教版高二英语上册全册教案Teaching Aims: (1) To give students a chance to practice their English by completing a project. (2) To help students make a poster explain

ing how they have searched and what they have found. Teaching Procedure: Step One: Brainstorming In what ways can we get information? Step Two: Reading

1. Pre-readingDiscussion: (1) Internet has become part of people‘s life and there have been an argument about the effects of it. What‘s your opinion? How do you make use of it?

(2) When you research information on the Internet, what do you do step by step? Please write your steps down.

2. While-reading Read the article in Part A and underline the key word, phrases or sentences about Internet research given in the article while reading. Then:(1) Try to compare the two search services. Search engines ·a type of computer program ·based on the key word(s) you type in · choose pages for you which contain the word(s) you ask for ·present unevaluated contents ·present the full article or pages Subject directories ·built by human ·selected by a person and divided into specific subject categories ·present a bunch of titles of articles or pages, sometimes a short summary · present evaluated, relevant and correct information, not up to date

(2) When we‘re doing research on the Internet, what shall we pay special attention to?(We should check the date of the website we find; we should do cross-check; we should pay special attention to how we can use the information found on the Internet, etc.)

3. Post-reading Finish PartB on page 47. Step Three: Important phrases1. do research on 对?进行研究 2. the more… the more… 越?就越? 3. keep… in mind 把?牢记在心 4. be based on 建立在?基础之上 5. ask for 要求 6. be related to 与?有联系 7. a bunch of 一串

8. right away 立即 9. make a decision 作决定 10. up to date 最新的 11. take … into consideration 将?考虑进去 12. at the bottom of 在?底端 13. be careful about 小心? 14. be (not) sure about 对?（不）确定 15. make a difference 有关系，有影响 16. search for 寻找 17. belong to 属于 18. make a list of 列出? 19. follow these tips 遵循这些建议

Step Four Language points1. The more you know about Internet research, the faster you will find what you are looking for, and the better your information will be. (P46)

The +比较级，the +比较级: 表示越……，就越……。Ex. (1) The more you practise,(你练得越多) the better you speak. (2) The older I get, the happier I am.（我就越幸福） (3)你越早出发，你就会越早到达。 The sooner you start, the more early you‘ll get there.

2. The results of your search are divided into specific subject categories. (P46)(1) After World War Two, Germany was divided into two separate countries. (2) What do you get if you divide 6 into 18?

divide & separate(1) The teacher divided the students into small groups. (2) Will you separate the good apples from the bad ones? 3. …, but not every person will proofread their own writing. 部分否定， “并非所有，并非都” ，其句式结构为： Not all (both, every)… = All (Both, Every)… not … 翻译（两种） (1) 并非所有的书都有帮助。 Not all the books are helpful. All the books are not helpful. (2) 并非他们两个都不会讲英语。 Not both of them can speak English. Both of them can not speak English. 全部否定 neither, nor, none, nobody, no one, nothing 没有一个答案是正确的。 None of the answers is/are right.

Step Six

Homework:

Finish the exercises of the workbook on page118-119.

Unit 1 Making a differenceTeaching Goals: 1. Talk about science and Scientists 2. Learn more about the Infinitive 3. Practise describing people and debating Teaching Time: 6 periods

The First Period Teaching Aims:1. Learn and master the following words: Inspiration, perspiration, undertake, analysis, obvious, within, quote 2. Talk about science and scientists. 3. Listen to the description of some scientists. 4. Do some speaking, describing people and debating.

Teaching Important Points:1. Train the students‘ listening ability by listening practice. 2. Train the students‘ speaking ability by talking about science and scientists, describing people and debating.

Teaching Difficult Points:1. How to improve the students‘ listening ability. 2. How to help students finish the task of speaking.

Teaching Methods:1. Warming up to arouse the students‘ interest in science. 2. Listening-and-answering activity to help the students go through the listening material. 3. Individual, pair or group work to make every student work in class.

Teaching Aids: 1. a multimedia 2.a tape recorder 3.the blackboard Teaching Procedures:Step I Warming up 1.T: There are many outstanding scientists in the world, who made great contributions to society and science. Now look at the pictures on page 1, tell me what are these scientists famous for? (Bb) Scientists Contributions Maria Curie Radium /Polonium Albert Einstein The Theory of Relativity … 2.T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion. (It is the way he uses his tools that makes a successful scientist. A successful scientist must have much imagination and intelligence and he must be creative and

hard-working. A successful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science…) T: Now look at the quotes on page 1.do you know what they mean? And do you agree? 天才就是百分之九十九的汗水加上百分之一的灵感。 想象力比知识更重要。 生活中没有什么可怕的东西，只有需要理解的东西。 分析明显存在的事物需要非凡的头脑。 你不可能把一切教给一个人，你只能帮助他在他自己的认知范围内去发现和了解事物。 T: Do you know any other quotes about science and thinking? Wisdom is only found in truth. -- Johann Wolfgang von Goethe. Knowledge is power. –Francis Bacon. Step II Listening T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx. Step III Speaking T: Now let‘s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions. Step IV Language points (computer) 1．It takes a very unusual mind to undertake the analysis of the obvious． 分析明显存在的事物需要非凡的头脑。 (1)undertake(undertook，undertaken) vt．承担(工作，责任等)，承办+名词 例：He undertook the difficult task willingly． 他欣然承担那项困难的工作。 1 will undertake the responsibility for you． 我会为你负起责任。 vt.着手，进行，企图+名词 例：He undertook a new experiment． 他着手一项新的实验。 (2)analysis 复数形式 analyses． A chemical analysis 化学分析 We made a careful analysis of the problem． 我们仔细分析了那个问题。 (3) obvious adj. (more obvious，most obvious) 明显的，明白的，显而易见的 obviously adv． 例：He told her an obvious lie． 他对她扯了一个明显的谎言。 It is obvious that?．?是显然的。

例：It is quite obvious that he didn't do it himself． 显然他没有亲自去做。 It seemed obvious that he suffered from a bad cold． 显然他得了重感冒。 2．There is no doubt that． 毫无疑问 ． ． 例：There is no doubt that our team will win． 我队获胜是毫无疑问的。 I don't doubt that we will win the game．(否定句用 that) 我不怀疑我们将会赢得这场比赛。 Do you doubt that he has passed the final examination ? (疑问句用 that) 你怀疑他已通过期末考试了吗? I doubt whether he is the best man for the job．(肯定句用 whether) 我怀疑他是否是担任那项工作的最适当人选。 Homework Preview the reading material. Review the words and expressions in this period. Step V The Design of the Writing on the Bb Unit 1 Making a difference The First Period Scientists Contributions Madame Curie Radium/Polonium Edison The light bulb Einstein The Theory of Relativity … Record after teaching:

The Second &Third Period Teaching Aims:1. Learn and master the useful words and phrases. 2. Train the students‘ reading ability. 3. Let the students learn from Stephen Hawking.

Teaching Important Points:1. Master the following phrases and sentence pattern: work on, go by, be engaged to, go on with sth, dream of, turn out There is no point (in) doing sth. 2. Enable the students to understand the text better. 3. Improve the students‘ reading ability.

Teaching Difficult Points:1. How to make the students understand the reading text better. 2. How to make the students understand the following sentence. There didn‘t seem much point in working on the PhD.

Teaching Methods:1. Scanning the text to get some information about Hawking. 2. Careful reading to answer some detailed questions. 3. Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem. 4. Individual, pair or group work to make every student work in class.

Teaching Aids: 1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures:Step I Lead-in and Pre-reading T: Yesterday we learnt some quotes from some scientists. Now look at the picture on the screen. Do you know who the person is? ( Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time )Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking‘s determination, thoughts and some theories. First let‘s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them. Answers:1 Because he wanted a job. 2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes. 3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing. Step II Reading T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary. What did Stephen Hawking do when he was told that he had an incurable disease? 1. How would most people feel when they were told that they had incurable disease?

2. What did Hawking write in 1988? 3. What did Hawking explain in the book ? 4. According to Hawking, how do people misunderstand science? 5. What are the basic steps of the scientific method? 6. What is it that Hawking doesn‘t like about his speech computer? Step III language points There didn't seem much point in working on my PhD—I didn't expec to survive that long· 取得博士学位对我来说没有什么意义，我没有期望活那么久。 PhD(Doctor of Philosophy ) 指“博士学位” There is no point in doing sth．表示“做某事没有作用或没有意义” 。 例：There is no point in arguing further． 继续争执下去没有意义了。 There is no point in protesting．It won‘t help much． 抗议没有什么用处，于事无补。 that 在此处为副词，意为“那么” ，可以修饰形容词。this 也有此用法。 例：I didn't expect he was that rude． 我没料到他会那么粗鲁。 I have never been out this late before． 我从未在外面呆到这么晚过。 Please cut my hair about this much． 请把我的头发剪掉这么长。 4．Yet two years had gone by and I was not that much worse． 但两年过去了，我的情况却没那么糟糕。 Go by 意思是“(时间)过去” 。 例：Time went by so quickly．We are already at the end of our summer holiday． 时间过得真快，转眼我们已经要结束暑假了。 Thirty years went by and her hair was beginning to turn gray． 三十年过去了，她的头发开始变白了。 5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl， Jan Wilde． 事实上，事情发展得还挺顺利。我和一位非常好的女孩简·怀尔得订婚了。 get／be engaged to sb． “与某人订婚” 例：Did you hear they have got engaged last month? 你有没有听说他们上个月订婚的消息? Tom got engaged to Mary，whom he had met on the train． 汤姆和玛丽订婚了，他们在火车上认识的。 Be engaged in(on)+n．／doing sth．从事(工作)的，忙于??的 例：She was engaged in protecting wild birds． 她从事保护野生鸟类的工作。 Right now I‘m engaged． 我现在正忙着。 be engaged (电话等)通话中的，占线中的，相当于美国英语的 busy． 例：The line／number is engaged。线路被占用。 engagement n．订婚(to)

例：announce one's engagement to?宣布与?订婚 break off one's engagement 解除婚约，解约 engagement ring 订婚戒指(戴在左手无名指上) 6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong． 霍金写到，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理 论，也可能是错误的。 Turn out to be“结果是” “最后的情况是”+副／+形／+to do／+that． ． 例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely． 天气预报说今天下午有雨，其实今天天气非常好。 The lecture turned out to be very dull． 讲座结果很无聊。 Everything turned out well．一切顺遂。 The rumor turned out (to be) true．那谣言后来证明是真的。 It turned out (that) two travelers had been killed 后来证实(查明)有两位旅客丧生。 turn out vi. (为集会等)外出，去。 turn out vt.．(可分开用) 关 (熄灭) (煤气，电灯油灯等) turn out vt. (可分开用 ) 生产 (产品)，出产 例：The factory can turn out l000cars a day． 这家工厂一天能生产 1000 辆汽车。 7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference． 每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目 标，真正与众不同。 only 修饰介词短语或从句时，要求倒装。 例：Only at that time did I realize its importance． 直到那时我才意识到它的重要性。 Only in this way can you make progress in your English study． 只有这样你才能在英语学习上取得进步。 Only when you finish your homework can you go out to play football． 只有当你完成作业你才能出去踢球。 only 修饰主语时，通常置于主语之前。 例：Only you understand me．只有你了解我。 only 修饰主语以外时，通常置于动词之前(有 be 动词、助动词时，则置于其后) 例：She only eats vegetables．她只吃蔬菜。 I only lent you the money．那笔钱我只是借给你(不是给你)。 He only works when he's got homework． 他只在有家庭作业时才做功课。 I've only seen him once． 我只见过他一次。 8． Imagine this： you are twenty-one years old and a promising graduate student at one of the top universities in the world．

想象一下这种情况：你二十一岁是世界最有名大学里的一个有希望的毕业生。 imagine+名词 例：Can you imagine life with out electricity? 你能想像没有电的生活吗? The gir1 tried to imagine the gentleman as her father． 这女孩试着把这位绅土想像成自己的父亲。 imagine+doing 想像做· ” 例：I didn't imagine becoming a writer in my childhood． 在孩提时代，我并未想像成为一名作家。 imagine+名(人)+doing 想像(某人)做? 例：I can't imagine her marrying him． 我无法想像她和他结婚。 imagine+(that)?／wh—想像?；想?，推测 (不可用进行时) 例：Imagine you are a bird． 想像你是一只鸟。 Can you imagine how much 1 was surprised to see it ? 你能想像我看见它后感到多么惊讶吗? Iimagine (that) I have met you somewhere before． 我想以前曾在哪里见过你。 Can you imagine what he is doing? 你能猜测他在做什么吗? (Just) imagine (it) ! 想想看! Imagination (名) imaginative (形) promising (形) 有希望的，有前途的，前途光明的 例：a promising actress 有前途的女演员 9． Since then， Hawking has continued to seek answers to questions about the nature of the universe． 从那时起，霍金就继续寻求关于宇宙特征的问题的答案。 seek+(for after)+名词 搜寻，寻找；寻求，探求；追求 例：They sought shelter from the rain． 他们找寻避雨的地方。 He found it worthless to seek fame． 他发现追求名声是不值得的。 We must seek (for) a solution to the problem 我们必须寻求解决问题的方法。 seek+名 征求，请求 ， He sought his doctor's advice． 他向医生请教(征求医生的意见)。 Step IV Listening and Consolidation T: Now I‘ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading. Homework T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text

fluently and recite some important sentences. The Design of the Writing on the Bb Unit 1 Making a difference The Second Period Useful expressions: work on +n./pron. /doing, go by: pass, be/get engaged (to sb.): be bound by a promise to marry, go on with sth: continue with sth, dream of: imagine, turn out: prove(to be), Sentence pattern: There is no point (in) doing sth.=There is no good reason for doing sth. Record after teaching:

The Fourth Period Teaching Aims:Review the words learnt in the last two periods. Learn how to explain the words in English. Learn and master the usages of the Infinitive.

Teaching Important Points:Master the usages of the Infinitive.

Teaching Difficult Points:1.How to help the students learn to explain words in English. 2.How to help the students master the usages of the Infinitive.

Teaching Methods:1.Review method to help the students remember what they have learnt beore. 2.Explanation and inductive methods to make the students master the usages of the Infinitive. 3.Individual work or pair work to make every student work in class.

Teaching Aids:the blackboard Teaching Procedures:Step I Revision Have a dictation of some words and expressions.. Step II Word Study T: Now let‘s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let‘s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we‘ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs. Step III Grammar（详解见后） Bb:1. He hoped to visit China again . 2. It took a lot of time to finish the report . 3. Please give the boy sth to play with . 4. He went home to see his sick mother . 5. Her wish is to become a pop singer . T: Tell me the function of the underlined part in each sentence. S: No.1 is used as the object. S: No.2 is used as the subject. It is more usual to use formal subject ―it‖ and the infinitive phrase is usually placed at the end of the sentence, that is ―it is…to do sth.‖. S: No.3 is used as the attribute. S: No.4 is used as the adverbial for purpose. S: No.5 is used as the predicative. T: Now let‘s do an ex on the screen. Group the infinitives according to how they are used. 1.Some things need (1) to be believed (2) to be seen . 2.The doctor told him that he may not have more than twelve months (3) to live . 3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD. 4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .

5.He traveled around the world (7) to give lectures . 6.What does it mean (8) to be a scientist? 7.People who listen to Hawking‘s lectures sometimes find it difficult (9) to understand him . 8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects. S: Subject:(8) Attribute(2)(3) Object(1)(9) Adverbial(4)(5)(6)(7)(10) Step IV Practice T: Now let‘s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with ―to be done‖ or ―to have been done‖. He wanted the nurses to take care of the patient. —He wanted the patient to be taken care of. Because ―the patient‖ is the logical object of ―take care of‖, the passive infinitive should be used in the second sentence. The car was reported to have been stolen. But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used. Homework Finish all the exx in Grammar. Preview the content in Integrating skills. The Design of the Writing on the Bb Unit 1 Making a difference The Third Period Phrase: use up Grammar: the Infinitive 1. He hoped to visit China again . 2. It took a lot of time to finish the report . 3. Please give the boy sth to play with . 4. He went home to see his sick mother . 5. Her wish is to become a pop singer. 6. He wanted the nurses to take care of the patient. 7. He wanted the patient to be taken care of. Record after teaching:

The Fifth Period Teaching Aims:1.Revise the language points and grammar—the Infinitive. 2.Learn and master the following phrases: take a look at, what if, the other way around 3.Do some reading and writing practice to improve the students‘ integrating skills. 4.Learn how to write a descriptive paragraph.

Teaching Important Points:1.Improve the students‘ integrating skills. 2.Help the students write a descriptive paragraph.

Teaching Difficult Points:1.How to help the students understand the passage better. 2.How to help the students learn to write a descriptive paragraph.

Teaching Methods:1.Doing exx to revise what we‘ve learnt before. 2.Asking-and-answering activity to go through the reading material. 3.Discussion to help the students understand the passage better. 4.Individual, pair or group work to make every student work.

Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard Teaching Procedures:Step I Revision T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let‘s do some exx to see if you have mastered them well enough. Look at the screen. 1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with . 2.It takes time (4)to know a man . 3.Please remember (5)to bring me a book. 4.I‘ve got a lot of work (6)to do . 5.(7)In order to catch the first bus ,she got up early. 6.It is important for us (8)to learn English . Subject:(4)(8) Object:(2)(5) Attribute:(3)(6) Adverbial:(1)(7) T: Let‘s do another ex. Fill in the blanks, using the Infinitive. 1.The goal of Stephen Hawking‘s research is to and to is his biggest dream. 2.The doctor thought he only had three more years to , which turned out . 3.We took a taxi to .We hurried there, only to . We were unhappy to . 4.He studied hard to . 5.Lunch is ready. Let‘s stop to . T: Now let‘s revise the useful expressions. Do an ex to see whether you have mastered them well. 1.He one day becoming a famous violinist.

2.Tom Ann. 3.Two weeks slowly . 4.His suggestion to be a good one. 5.He his ink. 6.If we don‘t finish painting the room today, we can it tomorrow. 7.He a novel. Step II Reading T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries? …… T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen. 1.What‘s the characteristic of Galileo Galilei? 2.Why could Stephen Hawking make contributions to science work? 3.What can be described as the ability to use knowledge? 4.What‘s the most important thing if we want to make a difference? 5.How can we hope to reach our goals and truly make a difference? T: I‘ll explain some expressions and sentence structures. 1. take a look at 2. what if 3. the other way round 4. …it was only later that the world recognized his greatness. 5. …only by discovering what we do best can we hope to reach our goals and truly make a difference. Step III Listening and Discussion T: Listen to the tape twice. Then discuss the questions in pairs or groups. 1. Of all the characteristics mentioned in the passage, which do you think is the most important? Why? 2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists? Use the questions below to get started. What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists? Step IV Writing T: Who is your favourite scientists? Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage. Then write some useful sentences to help them.

Step V Homework Go over all the important points learnt in this unit and finish your writing. Step VI The Design of the Writing on the Bb Unit 1 Making a difference The Fifth Period A good scientists must be curious and careful . Great scientists use their creativity and imagination to come up with new ideas. Scientists must also be intelligent and patient . The experiment proved that her theory was correct. Other scientists were surprised by her discovery and called it a success . She used a model to solve the problem . Record after teaching:

Period 1 Warming up & ListeningTeaching Aims: 1. Talk about news and the media 2.Train the students' listening ability by listening and answering some relative questions. 3. Master the following words: reliable, elect, go up, burn down, injure… Teaching Important Points: Master the useful words and expressions in this period Training the Ss’listening and speaking ability Teaching Difficult Points: How to help Ss understand the listening material exactly How to help improve their speaking ability Teaching Methods: Listening and answering activity to help the Ss go through the listening material Individual, pair or group work to make the Ss finish the speaking task Teaching Aids: a computer, a recorder, the Bb Teaching Procedures: Step 1: Greet and Lead-in Greet the whole class. Lead in the new unit by asking: the Olympic Games are going on, how can we know the details of the games? For example, how many golden medals have we got? (By reading newspapers and magazines, watching TV, listening to the radio, also by a website.) In English we call it news media. Step 2: Warming up Please open the book at page 9. Look at the pictures and discuss the following questions in pairs: Which of the news media above is the most reliable? Why? How are the media above different from each other? How do you know whether what you hear, see and read is true? Do you know how a newspaper is made? Step 3: Listening(SB page 10) T: Now let‘s come to the listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Listen carefully to what is said in each part. I‘ll play the tape twice. (after listening) Please work in pairs to talk about the questions in Exercises 2, 3,4. (Check the answer with the whole class)

Step 4 Key Words Which of the news media above is the most reliable? reliable adj. 可信赖的; 可依靠的； 确定的 They are reliable friends. 他们是可信赖的朋友。 Is the source of the information reliable? 那个消息的来源可靠吗？ [链接] reliably adv. 可靠地；确实地 reliability n. 可靠性；可信赖性 2. The man was fired. 那个人被解雇了。 fire 的动词用法 (1) 解雇，开除 The company fired him for not coming to work on time. 那个公司因他不按时上班解雇了他。 (2) 发射 He fired his gun at the big snake. 他开枪打那条大蛇。 (3) 激发（人、感情等） ，使充满热情 The story fired his imagination. 这个故事激发了他的想象力。 3. The man faced difficulties. (1) face v.t. 面临（困难等） ，应付， 面对； （危险、困难等）迫近 e.g. We must face our trouble and bear it. 我们必须正视我们的困难并勇于承受。 [短语] be faced with 面临，面对 face up to 面对；承担 face the music 接受（不愉快的后果或情况） e.g. I was faced with a new problem. She couldn‘t face up to the fact that she was no longer young. 她无法面对自己不再年轻的现实。 The boy was caught cheating in the examination and had to face the music. 那个男孩被发现 考试作弊，不得不接受惩罚。 (2) difficulty 表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。 e.g. She learned to speak English without difficulty. 她毫无困难地学会了讲英语。 We will face many difficulties in the future. 将来我们要面临许多难题。 4. The man was generous. generous adj. 慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的 e.g. He is generous with his money. 他出手大方。 He gave me a generous lunch. 他请我吃了一顿丰盛的午餐。 [链接] generous adv. 慷慨地 generosity n. 慷慨大方 Homework: Read the new words. Keep the Language Points in mind. Get reading for Speaking

Period 2 Listening(WB page 88) & Speaking(SB page 10)Teaching Aims: 1. Train the students‘ listening ability. 2. Train the students‘ speaking ability. Teaching Important Points: Master the useful words and expressions in this period Training the Ss’listening and speaking ability Teaching Difficult Points: How to help improve their listening ability How to help improve their speaking ability Teaching Methods: Listening-and answering activity to help the Ss go through the listening material Group work to make the Ss finish the speaking task Teaching Aids: a computer, a recorder, the Bb Teaching Procedures: Step 1 Greet the whole class. Step 2 Listening(WB page 88) Now let‘s come to the listening. The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today. Listen carefully to what is said in the text. I‘ll play the tape twice. (Check the answer with the whole class) Step 3 Speaking (SB page 10) Now it‘s time for us to be a editor of a newspaper. Here is a list of ten things that happened today( on the screen)You only need to report five of them. Work in groups to discuss. And then I‘ll ask you to act out your dialogue. You can use the useful expressions in your book.. (walk around and give them help if necessary). Step 4 Key Words and Expressions: Below is a list of ten things that happened today. 以下列出了今天发生的十件事。本句为倒装 句，正常语序应为：A list of ten things that happened today is below. below 看作副词，表示 方位，当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所 有组成部分都移到主语之前。 这类作状语或表语的词常见的有： away, down, in, off, out, over, up, above, below, here, there 及介词短语与分词。 Here is a seat for you.这儿有你的一个座位。 There goes the bell!铃响了。 Written on the blackboard are the names of those who were late yesterday. 黑板上写着昨天迟到的人的名字。 France elected a new president. elect v.t. 选举，推选 e.g. They elected a president. / They elected him as President. 他们选举了总统。/ 他们选举他为总统。 注意：若选举某人担任某职位，且该职位只有一个时，通常不用冠词。 e.g. Our classmates elected him as/to be/our/as our monitor.

They elected the old man to be chairman of the club. 他们推选那位老人为俱乐部主席。 [辨析] elect, pick out, choose elect 是指通过正式手续的选举。 e.g. Roosevelt was elected four times to the presidency of the U.S.A. 罗斯福四次当选为美国总统。 choose 通常指在所提供的对象中，凭个人的判断力进行选择。 e.g. We had to choose between leaving early and paying for a taxi. 我们不得不在早点动身和雇计程车中间作出选择。 There are ten to choose from. pick out 比较通俗，指按个人喜好或希望进行挑选，多用于有行的东西。 e.g. She picked out a scarf to wear with the dress. 她挑选了一条围巾以配上她穿的衣服。 Food prices are going up. 食品价格在上涨。 go up 上升，增长，提高 e.g. The temperature has gone up. The lift went up to the fourth floor. 电梯升到了四楼。 A house in your city burnt down. Nobody was injured. 你们镇上一座房子被烧毁。无人员伤亡。 burn down 烧毁；使烧毁【强调破坏性】 ； （由于燃料烧尽）火力减弱 These houses were burnt down to the ground. 这些房子被烧毁。 The fire is burning down, get some more coal please. [比较] burn up 烧尽，烧光【强调动作的结果】 ； （火，炉等）烧起来，旺起来 e.g. Put some wood on the fire and make it burn up. (2) injure v.t. 使受伤；损害，伤害（感情） e.g. The boy injured his leg. In the accident his back was seriously injured. [辨析] injure, wound, hurt, harm 的区别： injure 伤害，损害（感情） ，损害（名誉） 。普通用词，常指各种性质的身体上或精神上的 伤害。多指事故中人或物的损伤，包括容貌、生理、身体等。 e.g. In the traffic accident, two were killed and three get injured. 在交通事故中，两人遇难，三人受伤。 He was so injured in his pride that he stayed at home all day without meeting anyone.他的自 尊受到了如此的伤害以至于他成天待在家里，不见外人。 wound 使受伤，伤害，损害，主要指外界暴力或用武器造成身体上较重的伤害，像刀伤、 枪伤、刺伤等。多指战场上受伤，还可以指精神上的创伤。 e.g. The soldier was badly wounded in the head.这个士兵头部受了重伤。 The bullet wounded his arm.子弹打伤了他的胳膊。 hurt 伤害（感情） 。普通用词，没有 injure 正式，常用于口语。多用于有生命的东西，常 指肉体上的伤害，也可以指精神上的痛苦或感情上的伤害。作不及物动词，表“疼痛” 。 e.g. Luckily no one was seriously hurt in the car accident. The girl fell off her bike, and one of her legs hurt. harm 常用于口语，表示肉体或精神上的伤害均可以，有时可引起不安，不便。 e.g. There was a fire in our street, but no one was harmed.

Getting up early won‘t harm you! 早起对你没有害处。 Homework: Read the new words. Keep the language points above in mind Get ready for reading.

Period 3-4 Pre-reading/Reading/Post-readingTeaching Aims: 1. Train the students' reading ability, especially the skills of summarizing and scanning. 2. Study and have a good grasp of some key words and phrases. Teaching Important Points: words and phrases: more than, relate to, for once, be addicted to, on all sides, inform, experienced, switch, etc. Understand the passage exactly. Teaching Difficult Points: How to help the Ss learn more about reporters and newspapers. Teaching Methods: 1.Fast reading to get the general idea of the text. 2.Careful reading to further understand the text. 3.Individual, pair or group work to make every student take an active part in the activities in class. Teaching Aids: a computer, a recorder, the Bb Teaching Procedures: Step 1 Greet the whole class as usual. Step 2 Reading We have talked a lot about news media. Today we are going to read a passage about reporters and newspapers. Scan the text , try to get the general idea of the text. and finish pre-reading.(1 and 6) Now please read the text again carefully, and find the answers to the questions on the screen. 1.Do newspapers and other media simply record what happens? 2.Who were asked to be interviewed? And why? Whom does a reporter have to discuss with before he/she decides what to write? Why?

4. And what is the person‘s job? 5. Is interviewing someone easy? What must a reporter know? 6. When an interview is finished, what should the reporter do? 7. Which of the articles that they have written do they like best? Why? 8. What could they write about if they could write any article? Why? 9. What is the basic task for a reporter? 10.What result can TV programmes and printed articles bring to us? (check the answers) Step 3 Language Points: Newspapers and other media do more than simply record what happens.报纸和其他媒介并不仅 仅记录已发生的事情。 (1) 该句中的 do 是助动词，起强调作用，用以加强说话者的语气。 e.g. Do remember to remind me to return the book I borrowed from you. (2) more than 不仅仅；极为，非常；多于；难以；不能 e.g. She‘s more than a teacher to us. The boy more than smiled but laughed. 这男孩不仅是微笑，而是放声大笑了。 We are more than pleased with the results. 我们对结果极为满意。 He has more than 300 pictures. This room is three time larger than that one. 这个房间比那个房间大两倍。 Experienced editors and reporters make informed decisions about what events to report and how to report them.经验丰富的编辑和记者对于该报道什么事件以及如何报道作出明智的决定。 句中的 experienced(富有经验的)和 informed(见识广的， 有知识的) 都是动词的过去分词作定 词，修饰动词。单个的过去分词作定语时，通常放在它所修饰的名词前面。 e.g. a fallen tree 一棵倒下的树 a broken chair 一把破椅子 (2) informed adj. 明智的，有知识的，了解情况的 e.g. He is a well-informed man.他是个消息灵通的人。 inform 的用法: inform sb. of sth.告知某人某事 inform sb. that/wh-…告知某人 inform sb.＋疑问词＋不定式 e.g. The singer informed us of their arrival. 歌手们把他们到来的消息告诉了我们。 The nurse informed me that visiting hours were over. 护士告诉我探病时间已经结束了。 Who informed you when to start? 是谁告诉你们出发时间的？ They also make sure that readers can relate to the stories.他们还要确保报道的内容与读者的生 活密切相关。 relate v.i. & v.t （和～）相关；涉及；把～与～关联起来 e.g. It is difficult to relate the two cases. 很难把两个案子联系起来。 We should learn to relate the results to the causes. 我们应该学会把结果与原因联系起来看问题。 Light industry is closely related to the people‘s life. 轻工业与人们的生活有密切的关系。

The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read in made.两位记 者同意交换角色，作一次受访者而不是采访者，让我们了解他们的工作，了解我们读到的新 闻是怎样制作和编写出来的。 (1) switch v. 转换，改变 e.g. He is always switching jobs. 他总变换工作。 He switched the recorder to the ―off‖ position. 他将录音机拧到“关”的位置。 (2) for once 就这（那）一次 e.g. For once they broke the rule.这一次，他们违规了。 For once our manager came late. 我们的经理这次来晚了。 He beat me for once.他只有一次赢了我。 (3)rather than 的特点是连接前后两个平行结构，即要求前后成分要一致。 e.g. He decided to write to rather than (to) phone. 他决定写信而不打电话了。 I‘d like to go there in autumn rather than in summer. 我愿意秋天去那里而不愿意夏天去。 5.After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.采访后，记者一定要提交出组织严密的材 料，并确保文章的真实反映事实和舆论。 (1) present vt.呈现；描述；介绍；赠送 e.g. When will you present your report?你什么时候提出报告？ The government presented cars to the hospitals. 政府向医院赠送了一些车。 Allow me to present Mr. Brown to you. 请允许我把布朗先生介绍给你。 reflect vt. 反映；表现；反射；映出 e.g. This letter is sure to reflect our real opinion. 这封信会反映出我们的真实意见。 Her face was reflected in the mirror.她的脸映现在镜子里。 Mirrors reflect light.镜子能反射光线。 My favourite article is the one I wrote about the efforts to bring stolen cultural relics back to China. 我最喜欢的文章是我写的一篇关于如何努力把被盗的文物带回中国。 (1) 本句中的 one 是代词，用来指代 article。one 常用来代替前文提到的一种可数的事物。 e.g. I haven‘t a pen. Can you lend me one? 指代可数名词复数用 ones。 e.g. On the desk there is a red pencil and two black ones. (2)effort n. [U,C]努力；艰难的尝试；努力的结果 e.g. He did it without effort.他毫不费力地完成那件事 [短语] make an effort 努力，尽力 spare no effort 不遗余力 I want to write about people you seldom read about, for example people who have AIDS or who are addicted to drugs.我想报道那些你们很少能了解的人，如艾滋病患者或者是染上毒瘾的

人。 (1) seldom adv. 很少；不常；难得 [扩展] 表示否定意义的状语位于句首时，句子通常采用倒装句。 e.g. Seldom does he quarrel with others. Never did I dream of seeing him in America. Never before have so many people come to see him. Not a single word did she say. (2)be / get / become addicted to sth. / doing sth.对~成瘾/成癖 e.g. It doesn‘t take long to become addicted to these drugs. 服用这些毒品不要多长时间就会上瘾。 It‘s a pity that her child has got addicted to smoking. 真可怜，她的孩子抽烟上瘾了。 Some children are addicted to computer games / TV. (喻)一些孩子玩电脑游戏/看电视上了瘾。 He is addicted to practicing Chinese Gongfu.他醉心于练习中国功夫。 We shouldn‘t ignore what happens even if it is difficult for people to accept some stories.即使人 们对一些现象很难接受，我们也不应该无视眼前发生的事情。 (1) ignore v.t. 不理睬；忽视 e.g. You shouldn‘t ignore your father‘s advice.你不该无视父亲的忠告。 I tried to tell her but she ignored me.我打算告诉她，可是她不理睬我。 (2) even if / even though 即使，尽管 e.g. The young man didn‘t lose heart even if he had failed many times in finding a job.这个年轻 人没有放弃，尽管他多次未能找到工作。 The media can often help solve problems and draw attentions to situations where help is needed. 媒介常可帮助解决难题，使人们关注需要得到帮助的情况。 draw attention to 关注某事 draw / attract one‘s attention 引起某人的注意 e.g. This article will draw attention to farmers and agriculture. 这篇文章奖让人关注农民和农业问题。 The fallen leaves drew /attracted the worker ‘s attention. 这些落叶引起了那个工人的注意。 9.The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.结果会使人 们更好地了解世界地各个方面， 给人们带来一个人人受到尊重， 不同观念得到包容地未来世 界。 (1) on all sides(=on every side) 在各方面，四面八方 e.g. They were trapped with enemies on all sides.他们四面楚歌。 The enemy were attacking on all sides.敌人从四面八方发起进攻。 tolerate v.t. 容忍，忍受，允许 e.g. I can‘t tolerate that loud music / that kind of behavior. 我无法忍受那么响的音乐/那种行径。 Cheating on exams cant‘ be tolerated. 考试作弊是不能容忍的。 10. I would not believe it, but I might check other sources and maybe change my mind. change one‘s mind 改变主意 e.g. Since getting to know him better, I have changed my mind about him.

更深入地了解以后，我改变了我对他地看法。 [相关短语] bear / keep in mind 记住 call/bring to mind 使人想起 out of one‘s mind 精 神错乱，发狂 never mind 不要紧，没关系 have sth. in mind 记得某事，想起某事 11.Famous people are often asked for their opinions on current affairs. 名人经常接受采访、被问及对时事地看法 current affairs 当前的事件；时事 affairs 复数形式表示“重要事件，事务” （常用复数形式，且一般不与定冠词连用） e.g. The minister deals with important affairs of State. 这位大臣处理重要的国务。 current adj. 此刻的，现时的，当前的 e.g. current fashions 时装 current events 时事 Step 4 Discussion Now you must have known about reporters and newspapers better. So let‘s have a discussion. Look at the questions3 and 4 on page12, and work in pairs to talk about them .Then I‘ll ask some of you to report. (encourage Ss to express their own opinion) Homework: Read the text. Try to remember what have been taught above. Work Book p89-90 Record after teaching:

Period 5 Language Study & GrammarTeaching Aims: 1. Review the words learned in Reading. 2. Grammar Study: The Past Participle used as Attribute and Predicative Teaching Important Points: How to guess the missing verbs and use them correctly according to the given sentences. Help Ss master the Past Participle as Attribute and Predicative. Teaching Difficult Points: How to use the Past Participle correctly.

Teaching Methods: Practising to finish each task in Word Study and Grammar. Teaching Aids: a computer, a recorder, the Bb Teaching Procedures: Step 1 Greet the whole class as usual. Step 2 check homework Step 3 word study do exercise 1 on page 13 Step 4Grammar 语法详释(computer) The Past Participle used as Attribute and Predicative 过去分词作定语和表语 过去分词在句中可承担形容词和副词在句中的作用，充当定语和表语。 1．过去分词作定语 (1) 在句中的位置 单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于 它所修饰的名词或代词后面。 a broken heart 一颗破碎的心 a lost dog 丧家之犬 a risen sun 已升起的太阳 an organized trip 有组织的旅行 a broken glass 被打破的玻璃杯 a trip organized by the league 由共青团组织的旅行 a glass broken by the boy 被这个男孩打破的玻璃杯 The excited people rushed out of the building. They found a damaged car at the gate of the park. 所表示的时间 过去分词作定语时， 所表示的动作或者在谓语所表示的动作之前发生， 或者没有一定的时间 性。 The letter posted yesterday will soon reach him. 他很快就能收到昨天寄出的信了。 Have you read the books written by the young writer？ 你读过那位年轻作家写的小说吗？ 语法功能 过去分词或过去分词短语作定语时，其功能相当于一个定语从句。 The stolen bike belongs to Jack.被偷的自行车是杰克的。 ? The bike which had been stolen belongs to Jack. The lecture given by Professor Zhang is about environment protection. 张教授所做的报告是关于环境保护的。 ?The lecture which was given by Professor Zhang is about the environment protection. 2. 过去分词作表语 (1) 过去分词作表语时，多表示主语所处的状态。 The door remained locked.门仍然锁着。 She looked disappointed.她看上去挺失望。 He seemed quite delighted at the good news. 听到这个好消息，他似乎很开心。 (2) 常见作表语的过去分词有：upset, disappointed, drunk, amused, frightened, married, excited, experienced, interested, confused, pleased, puzzled, satisfied, tired, worried 等。

(3) 有些过去分词作表语时，构成的谓语很接近被动结构。 Everything is settled down.一切都解决了。 Thank heavens! The boy is saved.谢天谢地，孩子得救了。 The town is surrounded on three sides by mountains.这座小镇三面环山。 Do exercises 1, 2, 3 on page 14 Step 5 Language Points: 1. Nine out of ten women who were interviewed about the product said they liked it. nine out of ten(=nine in ten)十之八九，百分之九十 e.g. Nine out of ten people will not agree with you. 2. And I like the way the fans look up to them. look up to 尊敬，敬仰（反义：look down on 轻视，看不起） e.g. The young should look up to the old.年轻人应该尊敬老人。 3. Americans will fall in love with this game too. fall in love with 爱上（表示动作，不延续） e.g. I fell in love with her at first sight.我对她一见钟情。 She fell in love with the house as soon as she saw it. [比较] be in love (with) 相爱，喜欢（表示延续状态） e.g. If you‘re really in love with art, you don‘t mind hard work. Homework: Try to remember what have been taught above. Do exercises 4, 5 on page 13, and exercises 1, 2, 3 on page 91 Record after teaching:

Period 6 Integrating SkillsTeaching Aims: 1. Learn and master the following : arm, disappoint, etc 2.Train the students' integrating skills. 3. Learn about the five basic elements in a news report Teaching Important Points: Train the students' integrating skills. Teaching Difficult Points: How to improve the students' integrating skills.

Teaching Methods: Asking-and-answering activity to check Ss’understanding of the two reports. Teaching Aids: the Bb Teaching Procedures: Step 1 Greet the whole class as usual. Step 2 check homework Step 3 Reading and speaking Now please read the two reports on page 15 carefully and compare them. Then discuss the questions in part 1 and part 2.(give SS enough time to do it, and let them express their ideas freely.) Five basic elements in a news report: when, where, who, what and why. Step 4 Language Points: Brave and strong, the activists talked to workers outside the factory… brave and strong 是形容词作状语，形容词或形容词短语作状语，通常说明主语行为的原因、 方式、伴随状况等。 e.g. Cold and hungry, he decided to stop and have a rest. （表原因）又冷又饿，他决定停下来 休息一会儿。 Ripe, the oranges taste sweet.（表方式）这些橘子熟了，味道甜美。 The peaceful meeting ended when the company sent out a group of angry men armed with sticks to fight with the citizens. arm v.t. 武装，用武器装备 e.g. The robber was armed.那个强盗有武器。 The soldiers were armed to teeth.士兵们武装到牙齿 I‘m sure they won‘t feel disappointed. disappoint v.t. 使失望 disappointing adj. 令人失望的 disappointed adj. 失望的 e.g. The book disappointed me.这本书令我失望。 The news was really disappointing.那个消息真令人感到失望。 Are you very disappointed about losing the game? 你是不是因为比赛输了而感到很失望? Homework: Try to remember what have been taughtin this period. Review this unit. Record after teaching:

The First PeriodStep 1. Greetings and warming-up Greet the students as usual. Ask the Ss to talk about their hometown and their houses. Qs: where are you from, a city or a small town? Can you describe the buildings in your hometown? What kind of buildings do you live in, a traditional house or an apartment? Show students two pictures, a tall building and a traditional yard. T: what can you see in the two pictures? What is the difference between them? (When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.) Suggested answers: Block of flats Modern. Convenient. The rooms are big. Every flat has a toilet and bathroom. Not much contact with their neighbors. People often feel lonely. Flat roof. … Traditional house Old-style. The rooms are small. Sometimes no toilet or bathroom. Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard. The roof is sloping.(why?) …

In which house would you prefer to live? Why? S: I like living in ….because…. I prefer living… I‘d rather live… The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely. T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

Show the students some different kinds of houses , ask them to describe them. Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…) T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house? Architect: one who designs the construction of buildings or other large structures. Give the students enough time to discuss the question. Collect their answers. Step 2 Speaking Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences. Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons. Two tasks: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room. T: In your dream houses, are there any chairs? (Show some chairs) which one do you like? Why? When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue. Sample dialogue: A: which do you like better, classical chairs or modern chairs? B: I prefer modern chairs. A: Why? B: In my opinion, modern chairs are lighter and more colorful. They are comfortable. A:… Step 3 : Preparation for listening T: You have already designed your own dream house , it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them? Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on. Step 4. Listening. Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do. Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs. Then play it a third time for the students to check their answers. Check them with the whole class in the end. Step 5.Homework 1.Decorate your bedroom and classroom. And talk about your decoration. 2.Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.

Period 2&3:

Reading

Step1: Pre-reading ----Enjoy pictures of both modern architecture and classical architecture 1. Greetings T: We‘ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture. 2.Brainstorming or guessing game ---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven… Q: Among all of these pictures, which ones are different from others? Or you may say which ones belong to modern architecture. SS: … Q: How do you know which ones belong to modern architecture? What‘s the difference between modern architecture and classical (ancient) architecture? SS: … T: If you want to know more and to enjoy the beauty of modern architecture, you‘d better join us, as we are going to have a new journey, the journey to the world of modern architecture. Step2: While-reading 1. Fast- reading ----Find the difference between modern architecture and classical architecture in the text. Q: what‘s the difference between modern architecture and classical architecture? Difference Modern architecture Materials Characteristics Steel, iron, glass… Huge; like boxes; unfriendly Classical architecture Stone, brick, wood… Beautiful, closer to nature

Q: What kind of materials is used? What other materials do you know? Q: What‘s the characteristic? How do people feel towards modern architecture? 2. Careful-reading ----Find out the information according to the key words Modern architecture

Time

Materials

Architects

Examples

Characteristics

Q1: When was modernism invented? -----1920s Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright Q3: Where were they from? ----Spanish/ American architect Q4: What did Gaudi want to be used in his works? What‘s the characteristic of his architecture? How is his architecture like? ----Natural materials/ like a dream, full of fantastic colors and shapes. Q5: What inspired Wright? ----Japanese seashells

Q6: How many examples are there in the text? ----The Opera House/ the new Olympic Stadium Q7: How do they look like? ----Seashell/ nest Q8: Why do we call the 2008 Olympic Stadium in Beijing‖ the Bird‘s nest‖? Q9: What do they (two architects / two examples) have in common? ---Nature 3. Listening ----While listening, pay attention to the key points in the text.

Para1: ―…have its own ideas of beauty expressed‖ ―…find them designed, planned, built…‖ Para2: ―…went against people‘s feeling of beauty‖ ―…wanted their buildings constructed…‖ Para4: ―…impress us because they are huge…‖ ―…glass walls that act as mirrors‖ Para7: ―Despite using traditional materials…‖ Para8: ―Viewed from the top, it looks…‖Step3. Post-reading 1. Task 1: Interview (group work) ---Situation: suppose a famous modern architect (Gaudi or Wright) is

---Report four elements: what kind of materials is used? / Why do you design in this way? / How do the architecture look like? / What‘s the style? Step4. Homework 1. Exchange designs with your classmates and exhibit them.

2. Report what you have learned about modern architecture next time.

Period 4: Language studyStep 1 Lead—in T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I‘d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of ―architect‖. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace ―not beautiful‖. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let‘s go and see my new house. Step 2 Vocabulary T: Welcome to my new house. Could you say something about my new home? T: I‘m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house) T: Let‘s learn some new words of house. (balcony concrete nest brick roof) Try to remember these new words, then fill in the blanks. ?an area with a wall or bars around it, joined to the outside wall of a building ________________. ?A strong construction material which is a mixture of stone, and sand and water _________________ ?a shelter made by a bird to hold its eggs and young ____________ ?the structure on the top of a building to keep the rain out_________ Step 3 Word Study T: Can you tell me which is the most ancient building in my yard? (nest) A nest is to a bird what a house to a man. (鸟巢和鸟的关系就和房子和人的关系一样) Water is to fish what air is to men. (水和鱼的关系就于空气和人的关系一样) T: Well done. These two sentences have something in common—they are using the same sentence pattern. What is it? →A is to B what C is to D T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern. ? ? ? ? ? ? Fur is to a fox what the_____is to a banana. ____are to a house what words are to a text. An architect is to____________what a painter is to art. A___is to a boat what an engine is to a car. A____is to a fisherman what a gun is to a hunter. Arms are to the body what_______are to a tree.

Step 4 Grammar T: I‘m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I‘ll guide you to the market to see what you can do there. show the Ss the picture and ask them to describe it. --What can you see in the market? --Let‘s see what can we do here? Give examples: I can have my hair cut here. I can have my bike mended. Ask the Ss to make similar sentences. T: in all these sentences we use a sentence pattern—―have something done‖. Now let‘s see the pairs of sentences, and compare A and B. A: I can have my bike mended B: I can have the car waiting for me. A: I found myself tied to a tree. B: I found myself walking in a forest. Watch more sentences on page 22. Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form. → passive voice: -ed active voice: -ing Look at the pictures, can you find out another difference between –ing form and –ed form. Let‘s do some exercises. Matching ?Did you find the city ?When will he ever get the work ?She can’t make herself ?Next week I’ll have my bedroom ?You’ve got to keep the door ?I got the watch ?She heard her name Completing ?I don’t want any bad words____(say) about him behind his back. ?Please get the work____(do) as soon as possible. ?I’ll have the materials_____(send) to you next Monday morning. ?She won’t have her long and beautiful hair____ (cut) short. ?You should make your voice______(hear). ?I want you to keep me_________(inform) of how things are going with you. ?done? ?greatly changed? ?called. ?understood. ?locked. ?repaired. ?decorated

?The rent sounds reasonable. How would you like it________(pay). ?At last I succeeded in making myself__________(understand). We‘ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report. Here are some phrases to help you: Step 5 Homework 1. Workbook page 97, exercises 1—5 2. Workbook page 98, exercises 1—2

Period 5:Step 1. Revision

Integrating skills

( Talk about new house decoration to revise the grammar: have… done) --- Dear class, I‘m especially happy these days, because I‘ve just bought a new house. It‘s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK? <Ss discuss in groups. Show them the sentence pattern on the screen to revise the grammar: --- You should have your walls painted white. --- You had better have … done. A few minutes later, call out some pairs to report their design. > --- Ok, which group will give me good suggestions? --- Thank you very much! You‘re good designers. I‘ll decorate my room according to your design. Step 2. Lead-in ( Talk about how to deal with the old house.) --- Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don‘t want to do that. Anyway it‘s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house. < Ss discuss and give advice. > --- Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old

house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day? Step 3. Fast reading on “ Factory 798 ” --- Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called ―Factory 798‖. Has anybody ever heard of that? If no, let‘s open our books and read the passage on Page 23. Try to find out: ―What is Factory 798? ‖ < Ss fast reading for a few minutes. > --- Who has found out the answer? → an old army factory ; an arts centre; <Any possible answer containing phrases from the passage is ok. > Step 4. Careful reading --- Now let‘s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out: --- What was Factory 798 like? → huge factory halls of bricks → small round windows that remind you of ships → bent roofs → 20-foot high walls of glass <Show the Ss some related pictures on the screen to get a better understanding> More questions on the screen to guide the reading: 1. When was Factory 798 built? Who designed it? Who built it? 2. Why is it very different from Chinese architecture? --- We‘ve known that Factory 798 was built in 1950s. As time went by and things developed, what happened to it then? → → → no longer used/ needed stood empty turned into an arts center

--- What has happened to it now? <Show the Ss more related pictures on the screen.> More questions: 3. How did Factory 798 turn into an arts center? 4. Why was Factory 798 welcomed by painters, music bands, artists and musicians? <Check the answers with Ss one by one, explain the language points meanwhile.> <Explain some difficult sentences in the text at the same time.> Step 5. Listening and reading --- Now, let‘s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you‘re not

sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English. < Show the language points on the screen. > 1. pull down 2. stand 3. with… aid 4. remind … of 5. set aside Step 6. Retelling --- Now it‘s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you‘ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I‘ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK? Step 7. Discussion --- In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them? Why? →To pull down the old buildings and set up new modern ones to keep up with the pace of the society. →New uses should be given to old special buildings. It‘s a great way to save the architecture from the past. Step 8. Writing. --- Since we all agree that giving the old special buildings new uses is a great way to save the architecture from the past, now it‘s time for you to have a practice and show your ability. You know our school is moving to the new campus now and the old campus will be left empty then. Suppose you are young painters, artists, musicians, and you can rent some parts of the school building to practice. How do you want to change the school buildings? What new uses can be given to the old school buildings? Please work in groups and make a plan about it. <Show the guide of writing on the screen.> Step 9. Homework. 1. Finish the program about Factory 798 as a TV reporter. 2. Finish your plan about how to reuse our old school buildings.

Period 1 Warming up & listeningTeaching Aims: 1.Talk about rhymes, songs, limericks and poems to raise the students‘ interest in poetry. 2.Improveing the students‘ listening ability. 3.Introduce some poems to the students. Teaching difficult points: 1.To teach the students how to grasp the detailed information to finish the listening task. 2.How to make every students active in this lesson. Teaching Aids: a computer; a projector

Teaching Procedures: (Play the song ―The color of the wind‖) Step I Greetings and Lead in. Just now we‘ve enjoyed a song. Do you like it? This kind of songs belong to poetry. And so do rhymes and limericks. Rhymes and limericks can be very interesting. So let‘s enjoy them now. Do you like poetry? Why or why not? What kind of poems, songs or rhymes have you read? Can you recite any? Step II Warming up. 1) Listen and read the rhyme

Good, better, best! Never have it rest! Till good is better! And better, best! 2) Listen and read the limerick. People laugh and people cry. Some give up, some always try. Some say hi while some say bye. Others may forget you but never I. Ok. Now please open your books and turn to page 25. Let‘s enjoy two more limericks. 3)Read the limericks and ask ―What is the pattern of each poem? Step III. Pre-listening T: It seems poems are really interesting. I‘d like to know more about poetry. But where can I find a certain poem? Are poems put together in collections of poetry? Maybe these questions can help us. Who wrote them? What are they about? When were they written? Step IV. While listening In collections of poetry, poems are put together because they belong to the same group. They can be sorted by different writers, or they can be sorted by a certain topic or a certain period of time. 1.Listen to the tape and list the name of the books on poems by different writers. (Suggested answers: A Garden of Poems‖ ―1001 Songs or Poems in English‖ 2.Listen to the tape and list the the information of poems by a certain topic Suggested answers: The topic can be human feelings (humour & love…)

―Poetry about Nature‖ (flowers, trees, plants & the old countryside) ―The Earth is Painted Green‖ 3.Poems by a certain period time Suggested answers: ―English Poem of the Early 17th Century‖ ―Poetry Between the World Wars‖ 4.OK, Since we learned some about poems. Now let‘s listen to the a reader and a woman working in the library. First listen to the tape and tick the words that are used by the woman. Suggested answer: poem, collection, the World Wars , The countryside and nature 5.Listen to the tape again and answer the following questions. 1)What is the dialogue about? 2)What kind of book is A Garden of Poems? 3)Which period is meant when we say ―between the World Wars‖? 4)How should you read a book such as 1001 Songs and Poems in English? 5)Which topic for poetry does the student like? Step V. Post-listening 1.T: OK. What topic for poetry do you like? T: Sometimes English poems can be read in a really interesting way. Now I‘d like you to enjoy one of them. A rhyme Pick an apple Pick a pear Pick a banana over there. Let’s work and let’s play, Picking apples every day. 2.Listen and imitate. Step VI. Listening on the workbook. Good. I‘m really interested in poems and I want to know why our ancestors invent poetry. Do you

know the reason. If you don‘t know, let‘s look at the following questions. 1)Before the invention of writing, was there any other way but to remember important things? 2)Were rhyme and rhythm very helpful when they are trying to remember things? 3)Why did our ancestors invent poetry? 4)What is the listening text about? Listen to the tape and find out the answers to the questions. Tape description: People invented poetry as they help to remember things. Before the invention of writing, there was no other way but to remember important things. People early discovered that rhyme and rhythm were very helpful when they are trying to remember things. So they made poems to help them remember all the things they needed to know and passed on from generation to generation. For example to remember their history. They recited great stories about their ancestors and the wars that were fought. (Collect the answers from the students.) T: Yes. Before the invention of writing, there was no other way but to remember important things. And rhyme and rhythm were very helpful when people are trying to remember things. That‘s why our ancestors invented poetry. Step VIII. Post-listening You‘ve done a good job today. Let‘s enjoy some more poems. And you are required to recite

some of these poems. You can recite and many as possible. We will check the next period. 1)Women If you kiss her, you are not a gentleman If you don’t, you are not a man If you praise her, she thinks you are lying If you don’t, you are good for nothing If you agree to all her likes, she is abusing If you don’t, you are not understanding

If you make romance, you are an experienced man If you don’t, you are half a man If you visit her too open, she thinks it’s boring If you don’t, she accuses you of double crossing If you are well dressed, she says you are a playboy If you don’t, you are a dull boy …. “O Lord, tell me what to do. AMEN” 2)Always Have a Dream Forget about the days when it’s been cloudy, But don’t forget your hours in the sun. Forget about the times you’ve been defeated, But don’t forget the victories you’ve won. Forget about the misfortunes you’ve encountered, But don’t forget the times your luck has turned. Forget about the days when you’ve been lonely, But don’t forget the friendly smiles you’ve seen. Forget about the plans that didn’t seem to work out right. But don’t forget to always have a dream. Homework. Recite one or two poems and get ready for tomorrow‘s lesson! Record after teaching:

Period 2 SpeakingTeaching aims: 1. Talking about poems to raise the Ss‘ interest in poems. 2. Making dialogue to improve the Ss‘ speaking ability.

Teaching procedures:Step1 Greeting & Lead-in (At the beginning of the class, show the Ss a poem----twinkle, twinkle little star) T：Just now, we enjoined a bit interesting poem. How do you feel about the poem? (Ss may have different ideas). For myself, I like it. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of stars that twinkle in the sky! So in this way, poem tells us about nature and shows us the beauty of nature. No wonder there are many poets expressing themselves by writing poems! Step 2 Warming-up T: You know there are many poems existing in the world, and China has a long history of poems ranging from Li Bai, Du Fu in the ancient times to Guo Monuo in the modern times. Can you recite some Chinese poems in a vivid way? (Welcome some Ss to perform and give some claps; if possible show them some flash for the poems) Step 3 Speaking 1.T: It seems that you have mastered Chinese poems well. 1) Do you all like the poems written by Li Bai or Du Fu? 2) Whose style do you like best? /Which poet do you like best? So different people may like different poems. And you’ve also gained some knowledge of English poetry well, so it’s easy for you to express your feelings about poems. 2.T: The circles below give you ideas of topics for poems, periods of time, groups or names of poets and human feelings in poems. Work in groups. Ask each other questions about the kind of poetry your classmates might want to read. Choose a word from each circle and

explain why you would /would not like to read a poem like that. You can repeat the exercise a few times. 3. T: When you are practising with your partner, do remember to use the useful expressions listed in your book. Step 4 Talking T: A wonderful job! You all can express yourselves freely and use the expressions very well. Your ideas all sound reasonable. Though poems are beautiful and they can sometimes explore our inner motions, yet still many other people don‘t like them, for they think they are too sensitive. So some people are worried about their disappearing. T: Read the following passage and decide whether poetry is getting more popular or whether it is disappearing. Explain why you think so. ------Poetry is dead! There are few people who read poetry in their free time. Who cares? However, some people do care. They think it is important to stop poetry disappearing from culture life. One way to save poetry is by proving that poetry is alive and around us everywhere. Poetry is not something for students of literature: an advertisement is just as much a poem as a Shakespeare sonnet(十四行诗). Poetry festival can make poetry more popular .At festivals, poets and audiences get together to read and listen to poetry. The song texts of hip-hop and rap music are often regarded as a new type of poetry of our time. Long live poetry. T: So having read this short passage, what‘s your point of view about the destiny(命运) of the poetry？ T：(GW)Those who think poetry will be more popular, please sit on the left side of the class, and you are side A; And those who think poetry will disappear, please sit on the right side of the class, and you are side B. Then discuss the topic with your group members (4 Ss a group) and last let‘s share your ideas. And the monitor will be the judge to host the discussion. T: Monitor, you please! You may open the discussion like this: I‘m honored to host the discussion. What‘s the future of the poetry? We don‘t know, but maybe after the discussion we can have a

clear understanding of poetry. Now let‘s open our ears to their talking. Side A, you first…… (Then the monitor comes to host the discussion) T: A really hot discussion. No matter how bad people‘s attitudes towards poetry, after all poetry is a shining star in the sky of literature. There are still many points for us to appreciate. Enjoy poems, enjoy your life! Step 5 Homework You know one way to stop poems from disappearing is to prove that poetry is alive and around us everywhere. So to hold a poetry festival is a good idea. Now you are asked to help organize a poetry festival at your school. The festival will take place on two days and it is hoped that the programme will be interesting and varied. Work in groups to discuss and decide about the programme for the festival. Discuss which forms of poetry should be part of the festival and which not Record after teaching:

Period 3 Reading

Teaching Goals: 1. Learn about poets and poems of different countries. 2. The similarities and differences between the Chinese and English poets and poems. 3. Improve the student‘s reading ability. 4. To learn about the advantages of reading poems.

Teaching procedures: Step1 Warming-up 1. Check the homework. 2. Ask some individuals to recite some poems in English. Step 2 Lead-in T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world‘s greatest poets. Can you name some famous poets? SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei…… T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it. ( Show the poem 望庐山瀑布 on the screen) T: Okay, let‘s read it aloud together. Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets? (Call several of them to recite) T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we‘ll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I‘ll be the guide to show you around. Step 3 Fast-reading T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions: Q: 1. What are the differences between poetry and other forms of literature? 2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo? (Give them 2 minutes to find the answers)

T: Well, let‘s deal with the 2 questions. 1. ①Poetry plays with sounds, words and grammar. ②Poetry is difficult to write, but interesting to read. ③Poetry calls up all the colors, feelings, experiences and curious images of a dream world. 2. ①William Wordsworth, George Gordon Byron & John Keats Step 4 Careful-reading Task 1. The main idea of each paragraph Para. 1 The characters of poetry. Para. 2 A look on Chinese poetry. Para. 3 The first period of Modern English poetry. Para. 4 Modern English poetry in the 19th century. Para. 5 Why modern poets have special attraction? Para. 6 The introduction of English poetry to China. Para. 7 ① The translation of English poetry.② The role that poems act as. Task 2 A timeline T: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it! Step 4 Post-reading Task 1 T: Let‘s turn to next step. Look at P28, Ex.1, make sure to get the right choices. (After 2 minutes, check the answers) Keys: 1. A Task 2 T: In several paragraphs, there are some words in bold; can you tell what do they refer to? Para. 1 That makes poetry difficult to write, but very interesting to read. 2. C 3. B 4. D 5. C ②John Donne

------Poetry plays with sounds,words and grammar.Para. 3 Despite its short history, there is a lot of good poetry around. ------English poetry‘s Para. 4 The style and atmosphere in their poems has often…------William Wordsworth, Byron, John Keats Para. 5 Finally, modern poets have their special …in the language and images they use. ------modern poetsPara. 7 They can help us to understand each other better,…------poems and literature Step 5 Further-understanding T: This lesson, we‘ve learnt much of English poetry, it‘s an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question; Task 1 Q: If a poem is translated into another language, is it still the same poem? What are some differences? A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.) Task 2 T: The poet Mu Dan wrote a short poem, ―Quietly, we embrace In a world lit up by words.‖. Q: Can you use your own words to explain it? A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends. Step 6 Enjoyment T: You have understood the magic that poetry brings, that‘s great! There, we can use a image to describe the special role that poems and literature act as, “Poems and literature can be bridges.” Can you give other images to express the same idea? Who‘d like to have a try? A: 1.Poems and literature can be ties that bring the East and the West together. 2. Poems and literature can be fine wine enjoyed by the East and the West.

T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let‘s see a clip of video. (After the end of the video, show the next slide) T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem. Step 7 Discussion T: It‘s really amusing! At the end of this lesson, let‘s have a discussion. Are poems good for our life? What can we get from poems? 1. Poems bring passion (激情) to our life. 2. Poems help us to understand life, virtues, beauty and romance… 3. Poems make us know, we are here, we can make our life and the world more colorful! Step 8 Homework 1. Read the text again to get a better understanding.2. Read and translate several good English poems. 3. Get some information about famous poets on internet if possible

Period 4 Language study & Grammar

Teaching aims: 1. Learn and master the Past Participle used as adverbial. 2.Compare the differences between the Present Participle and the Past Participle used as adverbial.

Teaching Procedures: Step 1 Song Ask the students to listen and learn to sing the song An apple a day , Keeps the doctor away. An apple a day, Keeps the doctor away. A-P-P-L-E, ―apple‖ Then ask the students to look at the words from the song---―day, away‖. T: What do these two words have in common? S: They end with the same vowel---/ei/. T: If two words have the same sound, including a vowel, we can say they rhyme. Who can give us some words that rhyme? S: Horse and mouse, school and fool… Now look at Part 2. Please read them and match the words that rhyme. Suggested answers: mad-glad tale-fail glory-story recite-night cow-plough shade-afraid isle-smile

embrace-base Step 2 Word study T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we‘ll check the answers:

Suggested answers: 1. poem 2. absence 3.atmosphere 4.stories 5. poets 6. translated (put) Step 3 Grammar Show the two sentences on the screen. The past participle used as adverbial. 1.Once published, his work became famous for the absence of rhyme at the end of each line. 2. No matter how well translated, something of the spirit of the original work is lost. T: Look at the two sentences on the screen, who can tell us their Chinese meanings. 1.一经出版，他的作品就因不押韵而著名。 2．即使翻译得再好，一经翻译，原作的一些精华就没有了。 Suggested answers: 1. Once it (his work) was published, his work became famous for the absence of rhyme at the end of each line. 2. No matter how well it is translated, something of the spirit of the original work is lost. T: From the sentences we‘ve discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Now turn to Page 30. Please look at Grammar Part 1.Complete each sentence by using the past participle of the right verb. Before doing that, who will tell the meanings of the words in the box? Suggested answers: 1. Frightened Step 4 Practice Show the sentences on the screen. 1. The castle , burned down in 1943, was never built. 2. If left alone on a deserted island, what would you do to survive? T: Look at the two sentences on the screen. Each of the sentences has a past participle. Have a discussion about them and decide their functions. Suggested answers; 2. followed 3. examined 4. Built 5. Seen 6. trapped 7. shot

1.In the first sentence the past participle phrase ― burned down in 1943‖ is used as attribute, modifying the noun ―castle‖. The meaning of the whole sentence is:1943 年被夷为平地的那座城 堡，再也没有重建。 2. In the second sentence, ― left alone on a deserted island‖ is used as adverbial, expressing condition. The meaning of the whole sentence is: ―如果你流落到一个荒凉的岛上，为了生存下 去，你会怎么办呢？ Now look at Part 2 and decide the function of each past participle phrase. You can do it in pairs or groups. Step 5 Consolidation T: Look at the example on Page 30. Here are two sentences. They both have the same meaning but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase. Suggested answers: 1. When he was asked what had happened, he told us about it. 2. As he was well known for his expert advice, he received many invitations to give lectures, 3. If we were given more time, we would be able to do the work much better. 4. Once it was translated into Chinese, the book became very popular among Chinese teenagers. 5. As she was deeply interested in medicine, she decided to become a doctor. 5. Though she was left alone at home, Sam did not feel afraid at all. Step 6 Comparison Show two pictures. Ask the students to make sentences using the present participle and past participle as adverbial. A. When crossing the street, you must be careful. B. Followed by many students, the teacher came in. T: Well done, so far we have finished learning the present and past participle used as adverbial. Let‘s have a revision and make a comparison. 1.共同点: 现在分词和过去分词在句中不能单独作谓语,但可作定语,表语,宾语补足语,状语.

分词作状语时,其逻辑主语是句子的主语.如: 正确:Looking from the top of the hill, we can see the whole town.. 错误:Being an orphan, the villagers take good care of the child. 正确:Seen from the hill, our school looks more beautiful. 错误:Seeing from the hill, our school looks more beautiful. 2.不同点: 现在分词有时态和语态的变化;而过去分词只有一种形式,现在分词常表‖主动‖和 ―进行‖;过去分词的一般式常表 ―被动‖和 ―完成‖. 式 语态 及 物 动 词 make 的主动 语态 现 在 分 词 一般式 完成式 making having made 及 物 动 词 make 的被动 语态 being made having made 过去分词 3.易混淆点: a.分词作伴随状语时,若表‖正在被……‖ 的概念,常用过去分词,而不用现在分词的被动式. Followed by some officials, Napoleon inspected his army. b.现在分词的完成被动式和过去分词两者都可表示 ―完成‖和 ―被动‖,但前者更加强调分词 动作明显先于谓语动作;而后者的时间性不强. Having been told to stay in Beijing, the boy decided not to return to his village. Homework Finish the word study and grammar part on the workbook. Record after teaching: made risen been rising having risen 不及物动词 rise

Period 5 Integrating skillsTeaching aims: 1. Learn to read poems aloud with expression. 2. Learn to enjoy simple poems and interpret basic elements of poetry. 3. Practice listening actively 4. To get Ss know the good that poems and songs do to people. 5. To appreciate some songs and poems and enjoy the feeling that songs and poems bring to you.

Teaching Procedures:Step1 Warming-up Read the Lyrics and sing to the music. Emilia - Big Big World After enjoy the song, ask the Ss what the song about? Do you like it? Why? Ask them to compare singing songs to reading poems. Step2 Pre-reading After the previous brief activity of comparing singing songs and reading poems, lead them to the title Songs and Poems. Ask ―Are the song words also a kind of poem lines?‖ They may think of the fact that in ancient times poems were sung. Step 3 While-reading Invite students to list unfamiliar words that they noticed in the passage. e.g. avoid, recite, extraordinary Step 4 Post-reading Assess students understanding by asking their a few questions: 1. 2. 3. When does the writer sing songs? When did the writer begin to touch on poetry? When does the writer read Keats and when Wordsworth?

Step5 Exercise I Briefly introduce "Dust of Snow" by Robert Frost.

1. Listening and reading aloud Play the recording of Robert frost's Dust of Snow at a high volume as the students listen and then have them repeat after the recording. Guide them to read with expression. 2. Discussion Discuss how many characters are involved in the poem. (There is no right or wrong answer here as long as the students can give a reason why they want to assign a part to a certain character.) Possible answers include: Two (a crow and a person), Four ( a crow, a person, a tree a heart) 3. Analysis Guide them to notice the line "A change of mood". Ask them a few questions 1. 2. his mood has changed, from what mood to what mood? What happens to bring about the change?

4. Appreciation Brainstorm about how students feel at the beginning of the poem. Answers may vary: The Crow may let some of them think of bad luck. The Crow above the writer’s head may let some of them think of a lonely place. 5. Practice Get students to read the poem aloud again and have some of them to recite the poem in class. Homework: 1. Draw a couple of comic strips according to the imagery of Dust of Snow 2. Finish the workbook passage "The Birth of Modern Poetry" by yourself. Record after teaching:

Unit 5 The British IslesTeaching Goals: 1. Talk about the UK and Ireland. 2. Practise expressing agreement and disagreement. 3. Learn about Noun Clauses (1). 4. Write a description of a town and the countryside. 5. Improve students‘ ability in listening, speaking, reading and writing Teaching Key and difficult points: 1. Master the expressions for agreement and disagreement. 2. Learn and master the following words and expressions: words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with 3. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by ―that‖. 4. Master the differences between the appositive clause and the attributive clause. Teaching Approach: Task-base; student-centered; equipment-aided Learning Approach: Exploration Study; Co-operation Teaching Aids: a computer, a courseware , a projector, a tape recorder Teaching Procedures: Pre-Unit Task: Task 1: Exploring The British Isles Before class, present students the following subjects about Britain :geography (including important cities/rivers/names of countries),history, language, culture, sports and arts , architecture, literature, film food, famous people and life .Divide them into several groups and each choose one to do some exploring study. Ask them to do as follows: First , surf the internet to find out as much information as you can and then sort out the information collected. Finally, make CAIS and get a leader to report the results. Task 2: Investigate Your Hometown Get the same groups to investigate their hometown, by interviewing experts, going to visit some places of interest and government offices related (eg. The weather station), and colleting information. Then fill in the chart: Name of my hometown Location Weather Places of interest The life of residents Population or history

The First PeriodTeaching Aims: 1. Refresh the students‘ memory about ?New Zealand‘ which they learned last term. 2. Remind them useful ways of expressing direction 3. Develop the ability at doing exploration study . Teaching Procedures: Step1 Lead-In Show the class the maps of China and New Zealand. Have them talk about these two countries. Teacher says ? As a Chinese, there‘s no doubt that everyone here knows China very well. Besides, in last term, we have learnt a lot about New Zealand. Can you tell me something about them. Step 2. Warming Up After talking about China and New Zealand, shows them the national flag of the UK while playing the national anthem ?God save the Queen‘ T: You have really known much about China and New Zealand .Listen !what‘s the song? Look! Which country‘ national flag is it? Do you also know a lot about The UK and Ireland? Today we'll learn a new unit--the British Isles. In the last period, I told you to search for as much information as possible about the UK and Ireland through the Internet. I'm sure you've got a lot. Now can the leaders report your exploring study? Get the leaders to report and add extra information References for teachers: Food and dishes: roasted beef, steak kidney pie, English fish chip, chicken ala king, sandwich and so on. Sports. walking, swimming, playing football, playing tennis, bicycling, skating, hiking and so on. Way of life: DIY. They often fix up a house, plant their gardens, and make furniture by themselves. Even they build their houses themselves. Important cities are: London, Liverpool, Manchester, Birmingham, Edinburgh, Dublin, Cardiff, Belfast and so on. London is the biggest city and the capital of England. It lies on the River Thames. London is also a cultural and political center. In it there are many world-famous places of interest. Places of Interest: St. James Park, Hyde Park, Big Ben, Tower Bridge, the Houses of Parliament, Buckingham Palace. National westminster and so on. Geography : four parts. They are England, Wales, Scotland and Northern Ireland. There are many kinds of natural resources, such as coal, iron, oil and natural gas. Languages: English is the official language in the UK. It is also widely used in the world. Rreligion & beliefs : People in the UK mostly believe in Christ. Some of them believe in Islam, and Buddhism. Schools :Two kinds. One is private school and the other is public school. Schooling is free of charge in public schools while it costs much in private ones. There are many world-famous universities in the UK, like, Cambridge University, Oxford University, London University and so on. Famous people :Shakespear / Franscis Bacon

Step 3.Listening Presentation: So far, we have known so much about the UK and Ireland . Imagine this, today you have a chance to go to study in a famous university in Ireland—Dublin University, experiencing the school life. (Shows a picture of Dublin University )The teacher is telling us the course schedule, including the time, courses and teachers. Play the tape for the first time for general ideas. Play the tape many times for them to tick the sentences which are true ,answer the questions in Ex.3 and fill in the timetable on P 34. Extensions: Ask to talk about their own school activities. Step 4. Summary and Homework T: Today we learned so much about the UK and Ireland. We‘ve also get to know Dublin University. Most of you have done good jobs . After class, please exchange information you have collected.. Besides , carry out the task of listening in Workbook. Record after teaching:

The Second Period SpeakingStep 1.Lead-in T：As far as we know, today people in the world are paying more attention to the spirit of team work. We almost need to discuss together when we do everything. And more and more views and points are tolerated . By the way, if we agree or disagree to do something, what can we use to express ourselves? (Teacher writes students‘ answers and some other expressions on the screen.) Useful expressions： Don't you think that…? I don't think that's right… I don't think so. You must be mistaken… No, you are wrong thinking that… I'm afraid you are wrong… I believe that you've got it right. I'm not so sure about that… Surely it must be… Yes, you are right, but… Aren't you confusing… ? Yes. I agree with you. Step 2. Make up dialogues Ask the Ss to use these expressions to make up a dialogue in pairs in the following situation: In October, the school meeting will be held. Some students who will take part in 3000-meter-race

think that they need sports shoes to run faster and that our class should pay the bill instead of themselves because they can make contributions to our class. What do you think about it? Step 3 .Debate T: Now open your books at Page 34. Go through the three statements together , while dealing with some words and phrase (consist of /statements/power/advantage/have advantage over)at the same time. Ask them to summarize these statements into three topics. Then divide the class into three groups and each group will discuss one topic and debate which point of view is reasonable. Group Topics Why? 1 Is English easy or difficult to learn for Chinese people? 2 Can we learn the geography more easily by going there? 3 Which countries have more chances to become rich, small , big or island countries? (Then teacher asks three pairs to present their dialogues.) Sample dialogues: 1. A: How are you getting on with your English? B: Very badly. I find it difficult to learn. A: Why do you think so? B: As you know, we have to learn a lot of words and phrases by heart every day. And there are many grammar rules we have to follow. A: But I can't completely agree with you. In my opinion, it's easy to learn. As long as we master the basic grammar and speak it as often as possible, we can learn it well. B: I don't think you are right. Personally, I think we have fewer chances to speak English. What's more, English and Chinese have little in common. A: But I think we should find more chances to speak, just as we learn Chinese. If you speak, read and listen as much as possible, you can find it easy to learn. B: That's a good idea. Thanks for your advice. I'll do my best to study it wall. A: I'm sure that you will. 2. A: What are you doing? B: I'm reading the geography book. A: I think it is difficult to learn if you can't go to that country. B: I don't think so. You often look at maps carefully and remember all the names of cities and provinces. A: I'm afraid I don't agree with you. I think those names are very confused and we can learn it easily by going there. B: Certainly visiting some places is better in learning geography. But we can't go to all places of the world. That's too expensive and we don't have enough time, too. A: Of course you are right. Now computers are used in many fields. You can get as much information as possible about the countries you want to know through the Internet. B: That's a good idea. I'll try it. 3. A: Hello. Can you tell me which are the countries that make up the Group of Eight? B: Yes. It consists of eight richest countries in the world. They are Britain, France, Germany, Italy, Australia, Japan, America and Russia. Five of them are quite small and two of them are island countries. A: Do you think small countries have better chances than big ones to become rich?

B: I don't think so. A: Why? B: First small countries have few natural resources. They're very important for a country. Second, their labour force is limited. As a result, that prevents their economy developing fast. A: I can't quite agree with you. In fact many small countries are very rich. B: Yes. Though some countries are small, people of these countries can get good education and make their countries become powerful by developing science and technology. For example, Japan has few natural resources, but it can develop its education and use other countries resources as many as possible to develop its economy. A: It may be true. Do island nations have more advantages than other countries? B: Certainly. Island countries have more convenient traffic and they also have more sea resources. A: I agree with what you said. Step 4 Summary and Homework T: Today we've practiced speaking English a lot. We've also learnt many useful expressions to express our own opinions. (Pointing to the blackboard and the screen. ) After class, write a short paragraph about what you have debated in class and carry out the task in Talking Part on P109 .

The Third & Fourth Period Teaching goals: 1. Learn and master the following words and expressions: words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish phrases: stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with 2. Further develop the students' reading ability and reading skills. 3. Get the students to know more about the British Isles. Teaching Procedures: Step 1. Lead-in T: In the first period, we talked much about the UK and you know a lot about it. (Teacher shows pictures of Big Ben, The Speaker‘s Corner in Hide Park, Buckingham Palace, Tower Bridge, Stonehenge, Shakespear, national flags of Scotland, Ireland ,Wales and England on the screen for them to enjoy and describe.) Step 2.Pre-reading T: Now open your books at Page 35. Look at the questions in Pre-reading(Shows these questions on the screen) and have a discussion about what you know about these questions.

(A few minutes later, teacher asks three students to answer them.) Step 3. Reading Listening Practice: Play the tape for the students to listen to get the general idea. True or False Statements: The tower of London is very famous in Britain. The UK is made up of Britain Island and Ireland Island Scotland is warmer throughout the year. The European mainland has had a great effect on the culture of the people in the British Isles. French was considered a noble language in the 12th century in Britain Ireland has been an independent republic since the ancient time. The Welsh have the language of their own besides English. Choose the best choices : 1).According to the passage, what do you know about the Isle Man? It lies between Britain and Ireland. It‘s run over by the king of Uk. The king of England is in charge of it. Both A and C 2).How many spoken languages are considered as native language in the British Isles? A. 2 B. 8 C. 1 D. 6 3).What‘s the main idea of the text? A. Britain was once in the charge of the Frenchmen B. The UK is made up of 3 countries. C. The author delivers some more information about the British Isle. D. It‘s about the history of the country. 4).What can you conclude from the passage? A. The UK is made up of 4 countries B. The British Isles lies of the west coast of Europe C. The culture of the UK is a mixture of different countries in the world. D. The climate of the British Isles is mild with a lot of rain. Answers: DBCA 4. Skimming Get the Ss to skim the text to find out the topic sentence of each paragraph. Paragraph Main idea Para1 General idea about England Para2 Position of the British Isles Para3 climate Para4 culture Para5 The influence of French Para6 history Para7 Languages 5.Questions in details: (Teacher shows the questions on the screen.) Answer the questions:

1. What is the UK? 2. What's the weather in the British Isles like? What about in Scotland? 3. Has the culture of the people in the British Isles received many influences? From here? 4. Why do so many English words end u with the French words 5. How many countries are here in Britain ?Which are the first two countries that joined in the United Kingdom? Does the Ireland Island belong to the UK? 6. What do people throughout the British Isles speak now? 6. Language points: While dealing with the above activities, it‘s good time to explain some important language points. Step 4. Post-reading Activity Task1: Locate the places in the map (Teacher shows a blank map of England on the screen. Ask them to locate the position of some places . Ex.1 on P 36) Task 2:Discussion T: Now you've known much information about England. It's known to all of you that England is separated from European mainland by the English Channel. Is it possible to swim across the channel? Where is the best place to do so? How far is it? Please have a discussion in groups of four. (Suggested answers: It's possible to swim across the English channel though it is very difficult. Now there are many people in the world who have swum across the channel. Last July, Zhang Jian in our country was also successful in doing so. The best place where they swim across the channel is from Dover in England to Gallet in France. It is 33.8 kilometers. …) Step 5. Summary and Homework T: Today we've read a passage and learnt more about the United Kingdom and Ireland, especially about the British Isles. Now we all know that the climate there is mild with a lot of rain. There are all kinds of flowers all year round and many trees everywhere. Also there are many cultural relice, places of interest and natural parks. Do you want to travel to England if you have a chance? Where are you going? Today's homework: Imagine yourself to be an experienced guide in Britain. You have been asked to arrange a four-week tour of Britain for a group of tourists. You introduce your travel plan ,beginning with ?Hello everyone, I‘d like to tell you about…‘and ending up with ?I hope that everyone can enjoy staying here and have an unforgettable travel experience. Thank you for listening.‘

The Fifth PeriodTeaching goals: 1. Improve the ability of defining words in English 2. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by ―that‖. 3. Master the differences between the appositive clause and the attributive clause. Teaching Procedures Step 1. Word Study T: In this unit, we've learnt many important words. Now look at the words on the screen. Try to think of their meanings. Then finish the exercise on the screen to check if you can use them correctly. After finishing it, you can check your answers with your partner. (Teacher shows the following on the screen.) Complete each sentence with the words in the box. View, narrow, kingdom, consist, mild, influence, basis, upper, union, republic 1. A group of trade_______ leaders met to discuss questions about job safety. 2. The official name of our country is the People's________ of China. 3. More and more young people go abroad to study when they graduate from high school. What's your________ on it? 4. Generally speaking, the_______ classes don't have a clear idea of the common people's lives. 5. Our class________ of twenty-five boys and thirty-two girls. 6. The weather is________ today; it is neither hot nor cold. 7. The street is too________. It doesn't allow two cars to pass each other. 8. Because of her teacher's_________, she chose to study English at college. 9. Don't judge a person only on the_________ of appearance. (After three minutes, teacher may ask some students to say their answers .Teacher corrects the mistakes if any and gives some explanations. ) Step 2. Grammar: Noun Clauses Lead-in Show a picture of Pierce Brosnan, the current 007and have a free –talk about him together by asking and answering ?Who is this man? What does he do? What‘s his first film? What else do you know about him?‘ etc. Then present the description on the screen: Pierce Brosnan was born on May 16, 1953. Few people know that he is in his fifties,(OC) because he looks much younger than his age. And also that he is Irish is unknown to many people(SC). His wife died of cancer in 1991. It‘s reported that he met his present wife in 1994 and married again(SC). The fact that he was offered the job as 007 in Golden Eye (1995) is not new to everyone(Appositive Clause). His second film is ―Tomorrow Never dies‖. Besides his career in films, he has a production company with a long-time friend . Another important fact for which we should show him respect is that he has raised a lot of money to help research into breast cancer(PC). Get the students to pay more attention to the underlined sentences and with their help explain the functions of Noun Clauses respectively.(To make sure every student can be clear about this

grammar points, Chinese can be used instead while explaining. 3. Drill: To help the students to have a further understanding of the functions of the Noun Clause. (Teacher shows the screen.) T: Now look at some other sentences on the screen and decide which part the clauses act as. (On P 39-40) Choose the correct part from the box to match with the sentences. A. subject B. object C. predicative D. appositive 1. The idea that England stands for Fish & Chips, the Speaker's Corner and the Tower of London is past. 2. The fact that the mainland of Great Britain is made up of three Kingdoms is still unknown to many people. 3. The result of so much French influence was that the English language ended up with many French words such as table, animal and age. 4. Some people feel that Wales is an ancient fairy land. 5. That most of these are now threatened and many disappear is a serious matter to the people in Britain. 6. They realise that it is of great value to record and teach them to the younger generation. Answers: D 2. D 3. C 4. B 5. A 6. B 4. Comparison between the Appositive Clause and the Attributive Clause (1) Presentation: Present three groups of sentences for the students to compare first and then use the Inductive Method to introduce the differences between Appositive Clause and the Attributive Clause: In the attributive clause, ―that‖ is often used as subject or object while in the appositive clause ―that‖ isn't used as members of the sentence.. 1). The news that our team won the match is exciting. 2). The news that he heard just now is exciting 3). He always makes a promise that he will never keep 4). He always makes a promise that he will work hard 5).The fact that Great Britain is made up of three countries is still unknown. 6). The state that consists of three countries is developing very fast. (2)Practice T: Now look at Part 2 on Page 38. In this part, there are four that clause.Please underline the clauses and identify the type of clauses. know how to do this exercise? (3) Practice T: Look at Part 3. Join each pair of sentences using that clause as appositive. Step 3.Summary and Homework T：In this period, we've done some exercises about some important words and the noun clauses, especially we practice the appositive clause. Also we've known the difference between the appositive clause and the attributive clause. After class, you should practise more to master them better. Please do Exx1-2 on P112. While reading Ex2, try to keep in your mind as much information about the boat race between Oxford and Cambridge Universities OK.

The Sixth PeriodTeaching goals: Do some reading and writing to improve the students' integrating skills. Enjoy a travel passage written by the famous English novelist Daniel Defoe. Practise describing a place Step 1 Revision Revise the reading ?The British Isles‘ by filling in the blanks in the following passage, which can be used as the summary of the text: It is not right to think that the British Isles means the United Kingdom. the British Isles is a group of islands that ______ _____the west cost of Europe. The largest island is called Britain, which ________ ________three kingdoms :______ in the north, ______ in the west and ________ in the east . The island just west of Britain is called Ireland. Ireland Island is _____ _____ ____two countries. _____ ______ _______ is an independent country, while the Northern Ireland ______ ______ the UK. Between Britain and Ireland, in the _____ _____, lies the small Isle of Man. To the southeast of Britain lie the _______ ________. The climate of the British Isles is _____ with a lot of rain. The culture of the people in the British Isles has received many _________ from the European mainland . IN _____ all of Great Britain and Ireland was _____ ____ by the French. As a result, the English language ____ _____ ____ many French word. The UK has a long history. England and Wales formed the union in _____. Scotland joined later in 1707. In modern times, people throughout the British Isles speak English. Answers: Lie off; consists of; Scotland; Wales; England; make up of; The Republic of Ireland; belongs to; Irish Sea; Channel Islands. Step 2. Reading 1. Lead-in Teacher shows some beautiful pictures. T： As you see, through the Internet, we're got much information about Englishmen, their culture, food, sports, places of interest and so on. From the passage we read, we've also known something about the British Isles, the United Kingdom and Ireland. From these pictures, we all know England is a good place to travel to. Even since the eighteenth century, Englishmen started to develop an interest to travel around the British Isles and describe the countryside, the cities, the people ,their life and culture. Today we'll read a passage. It's about Daniel Defoe's experience. (Brief Introduction to Daniel Defoe ). He visited Salisbury in Southern England. What did he see there？What places did he visit? Let's listen and read the passage to find the best answers to the questions bellow. 1). Sheep are fed _____. A. in the center of Salisbury B .around the city C. in and around Salisbury D. on the tops of hills 2). A traveller may be interested in ______. A. the history of the country B. the cathedral of Salisbury C. a place of interest here D . hundreds of thousands of sheep 3).About Salisbury, Which of the following is NOT true?

It lies where 3rivers join together It is in Southern England It is a large and fine city Salisbury is about 3 miles away from Clarendon Park. 4).The author‘s purpose is to ______. A. introduce England to you B. tell you how many sheep in England. C. advise you to make a trip in England D. introduce Salisbury in southern England to you. 5).What can you infer from the passage? A. People there live a happy life. B. Salisbury is a mountainous city C. People in Salisbury mainly grow fruit trees D. Salisbury has a short history. Answers: CCADA (Students begin to read the passage silently while listening and teacher shows some questions on the screen. ) 2. Further Comprehension of the text Get the students to read the passage carefully again for details and answer more questions: 1. What did he see all round the city of Salisbury? 2. What historical relics were interesting to traveler? What is the cathedral famous for? 3. How many important kinds of produce and trade are there in the city of Salisbury? What are they? 4.What‘s the life like in Salisbury? 5. How was the landscape around the city? (After a few minutes, teacher collects the students' answers and then checks them. While asking and answering the questions, some language points can be dealt with at the same time.) Step 4. Learning of Writing Skills Divide them into small groups to study the text carefully and try to find out :Which order did Daniel Defoe describe the city of Salisbury? The landscape History What we can The people, The wider near the city relics around see in the their life, work landscape the city city and culture around the city Step 5. Writing T: Now you've known how to describe the landscape, the people, their lives when we see them. In our hometown, there is beautiful landscape (such as Yandan Mountain), rich people and many cultural relics. Before this unit, I have asked you to investigate our hometown and visit some government departments for information to fill in the table: Name of my hometown Location Weather Places of interest The life of residents Population or history Now please describe our beautiful home town using the information you have collected. You can describe the landscape , cultural relics, the most important features of our town , the people , their life, trade and culture. And also tell the tourists how to make a trip to our city easily. (Teacher gives students enough time to discuss and write and then asks students to read their passages. ) Step 6. Summary and Assignment

T: Today we enjoyed Daniel Defoe‘s travel to Salisbury, which is good place to visit And we also learned how to write a descriptive passage about a place. After class, please write the passage about your hometown in your exercises books. Record after teaching:

Unit 6 Life in the future

Teaching Goals: 1. Talk about life in the future 2. Practise making predictions 3. Learn about Noun Clauses(2).

The First PeriodStep 1.Warming up Watch the pictures on the screen and tell what do you think the future life will be like. 1. Communication 2. Work 3. Business and money 4. The human body 5. Language 6. House and buildings 7. Education Ask students to imagine the future life in the fields above. Step 2.Listening Listen to the tape and answer questions. 1. Ss finish the listening task on page 42 2. Ss listen to the tape again and check the answers. Give the students some tips on how to improve listening while checking the Ex. 1. make notes while listening; 2. grasp the most important information Step 3. Speaking Twice as good or double trouble? Work in pairs or groups to discuss. The year is 2089 and scientists have discovered how to make ―double‖, exact copies of a person that can do everything the original can do. The students are asked to decide whether the new technology should be used. The following structures are helpful to students: What will life be like in the future? How will people…. Where will people work…. It would be wonderful if ….. It would be bad for …. If……. It‘s possible/ impossible to ….. No one can predict what /when… Homework Finish off the homework on Wb, warming up part.

The Second PeriodStep 1.Warming up 1. Brainstorming: Find as many words as the students can find about future lives. 2. Following the steps of the warming-up on page 41. 3. Activity: Discuss in groups about the following areas in the future: Communication/ housing/ transportation/ education/ hospital Step 2. Pre-reading 1. Show some pictures of highly-developped technology used in daily life. 2. group work: describe the pictures. Step 3. While-reading 1. Scanning: Ss read quickly and answer: What is the passage about? 2. Ss read and get the main ideas of each paragraph. Step 4. After-reading Comprehending by answering the following questions: What are the advantages of future transportation, smart card, online shopping and e-schools? What will happen in the field of health and medicine in the future? Why is it important to be lifelong learners? What should we do to make sure we will have a bright future? Step 5. Assignment 1. surf the internet and get more information about the topic.. 2. find a few sentences in the passage which you like most, understand them entirely and then explain them to your deskmates. Record after teaching:

The Third PeriodStep 1. Warming up Ask some Ss to recite the sentences that they have learnt last period. Step 2. Learning about the language Teacher explain some language points in the text on page 43--44. 1. What life will be like in the future is difficult to predict. What‘s….like? What‘s the weather like today? What‘s the picture like? 2. E-commerce, or business done on the internet, is becoming more and more popular as people discover the advantages of online shopping. Done on the Internet The Past Participle used as Attributive.

3. Homework will always be homework, but the schools of the future will probably be quite different from what they are today. the Noun Clause here used as object Step 3. Practice 1. Ss finish Ex 1 and 2 on page 45 by themselves. 2. check the answer. 3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem. Step 4. Assignment 1. Learn the useful expressions by heart. 2. Finish Wb. Ex1 –3 focusing on vocabulary on page 117--118. Step 5. Assignment Finish Wb Ex 2on page 117

The Fourth PeriodStep 1. Pre-writing 1. Ss read the passage onP47 and get a general idea about it. 2. Explain the skills on how to organize a paragraph. Step 2. While-writing 1. Ss write a short e-mail to an e-pal 2. Ss exchange their writing and correct the mistakes. 3. Ss rewrite the letter again. Step 3. After-writing Choose some samples and show them in class. Tips on writing: Pay attention to the form of writing a letter. Pay attention to the tense while writing. Pay attention to the structures of the sentences. Step 4. assignment Ss in group 3-5, discuss the life in 3044 Record after teaching:

The First PeriodGoals: 1.To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice. 2. To learn some basic knowledge about AIDS. 3.To help students build the right attitudes towards AIDS.

Teaching procedures: I. Warming up 1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS

(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.) 2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.

ob besides acting?

(Possible answer: It‘s not just the problem in China. It‘s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.) 2. Brainstorming Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc. (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it‘s a deadly disease.) 3. How much do you know about AIDS? 1) Pair work—questions for discussion

stay or to be friends with them? Why? (Students don‘t have to give the exact answers. These questions will help them think about this disease—AIDS.) 2) AIDS QUIZ (individual work) 1) AIDS quiz (p.49)—check students‘ knowledge about AIDS.

2) Picture quiz —Can the AIDS virus transmitted via the following routes? Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it‘s safe to be friends with AIDS patients. II. Listening (WB) 1. Pre-listening: Go through EX1&2 in Part1 and guess ―What do the letters HIV and AIDS stand for?‖ 2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ―HIV-cycle‖ in the PowerPoint) 3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class. III. Talking (Optional) Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student‘s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.) IV. Homework 1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea. 2. Learn the new words of this unit by heart.

Teaching Procedures:I. Revision Do you still remember this logo? What can you learn from it? Q1: Do you remember what it means? Q2: In what ways is AIDS transmitted? II. Speaking 1. Pre-speaking 1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— allenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students‘ awareness. 2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment) 3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). 1. How many AIDS patients all over the world? Where are they? And are they young or old? 2. What kinds of social problems can AIDS cause? 3. How about the situation in China? 1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do with it? 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke? 2. What kinds of danger can it cause to our body? 3. Can you think of the other dangers of smoking? 1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.

2. Can drinking cause some problem to our body? What are they? 3. Will drinking cause some social problems? Give some example. T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society. 2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play

Language input (Useful expressions) --Repeat it to strengthen students‘ ability of use it. Supporting an opinion Challenging an opinion I think that …, because … Perhaps, but what if / about …? First, … Have you thought about …? One reason is that … What makes you think that …? For example, … Could you please explain …? If we / they were to …, we / they could … If I were you, I would … III. Post-speaking Conclusion—Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can‘t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That‘s why we youth are asked to get away from AIDS, drugs, etc. That‘s why we youth should develop good habits. That‘s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) Homework 1. Finish Listening (P.50) exercises 2. Read the passage ―FIGHTING THE VIRUS: HIV/AIDS IN AFRICA‖ (P127) and finis h the Pre-reading exercises (p. 51).

The Third Period Goals: 1.To learn more knowledge about AIDS. 2.To help students understand the attitudes and spirits of living with disease 3.To learn some useful language point

Teaching Procedures:I. Pre-reading 1) Q1: What do they look? Show the picture of a father and his son. (The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.) 2) Q2: Have you ever seen an AIDS patient? How do they look? Show the students some pictures of AIDS patients. (If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.) 3) Q3: Are they bad people? Do they deserve it? Show more pictures of people infected with HIV or AIDS. (I‘m afraid not. Like any father, ―Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017‖.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.) 4) Q4: Do you want to know more about their life? Our text is about Xiaohua‘s life. What questions do you think will be answered in the text? 1._______________ 2._______________ 3._______________ 4._______________ II. While-reading 1) Skimming: Q: What‘s Xiaohua‘s attitude towards her disease? 2) Scanning: Q1: In what ways does AIDS spread? Q2: How many children were infected in 2002? 3) Summary： 1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1) 2. What is AIDS? (para2)

3. How was Xiaohua infected? (para3) 4. Thousands of children become infected with HIV every day. (para4) 5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7) III. Post-reading 1) Questions (Much of the answers to these questions can be referred to the reading material on P127.) Q1: Why is AIDS a deadly disease? (Break down/ defenceless/treatment/not available/incurable) Q2: Why do the young suffer the most? (As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.) Q3: What do they suffer from? (Not only the disease itself and inevitable death, but also people‘s not knowing, misunderstanding and fear of the disease.) Q4: What can be done to improve the situation? (By the government: By specialist and doctors: By other people: By the patients themselves: ) Q5: As an AIDS patient, what does Xiaohua do? (not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people) Q6: What are her wishes? (I wish I could remember If I were to live long … I wish people could… If I were you … Q7: How do you find her? Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do? 2) Creation from the students. idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech. IV. Homework 1. Preview Integrating Skills—DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54) 2. Learn the whole text by heart.

The Forth PeriodGoals: 1. To learn some information of cancer and the attitude towards it. 2. To write a personal narrative.

Teaching Procedures:I. Pre-reading Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ―My life may have to be short, but there‘s no reason why it can‘t be beautiful.‖ -- Diagnosed with cancer, ?I‘ also have something to say to you. Now let‘s see what ?I‘ will say to you. II. While-reading Questions: Q1: How did cancer change the writer‘s life? Q2: Compare the writer‘s situation with that of Xiaohua. In what way are their experiences similar or different? Q3: Do their experiences strike you? Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. e dead so that I would not have to feel so sick.) III. Writing Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow Step one: think about your past days: what were some events that made you very happy? What made you very sad? Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows). Step three: talk about the happy and sad things to your partner, with reference to the timeline. Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down. Step five: work out an outline of what you are going to write. Step six: read an example. Step seven: begin to write. IV. Homework 1. Write an essay about an important event in your life.

The Fifth PeriodGoals: 1.To learn about some antonyms 2. To practice using some useful words and phrases in the text

Teaching Procedures:I. Lead-in Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way Q1. Do you still remember Xiaohua? Q2. What has happened to her? Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.) II. Learn and practice using some antonyms 1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms. 2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenceless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible 3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms) 1. In February 2003 some people got ____ a strange disease and died within a month. 2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease. 3. People think it a serious crime to attack _______ children. 4. AIDS can be transmitted by having ______ sex. 5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful. III. Practice using some useful words and phrases in the text. (Translate the following sentences with the help of Chinese or italic words.) 1. The doctor ______ (诊断)my illness as a rare skin disease. 2. He has _______ （恢复）from his bad cold and can go out tomorrow. 3. The disease makes her realize how _______ （宝贵）life is. 4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤

口）become deadly if it is not properly treated. 5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒） 6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人） 7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测 试的血样）to find out if it is a serious disease. 8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗） IV. Complete the short summary of the text with the proper forms of the following words and phrases. break down the immune system leave defenceless infect with live with live life to the fullest die of available deadly a lack of on the contrary AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year. So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous. Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest. V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin. Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above. VI. Homework 1. Preview grammar 2. Finish word study exercises on SB and WB

The Sixth Period

Goals: 1.To learn the Subjunctive Mood 2. To make students get familiar with the Subjunctive Mood and master it by using it in different situations

Teaching Procedures:I. Lead-in 1) Show students the picture of Xiaohua and ask them two questions: Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.) Q2. How was she infected with AIDS? (She was infected by birth.) 2) Xiaohua was born dying and she has no choices. But many people who really have many choices don‘t realize how precious life is and do a lot of harms to themselves. 1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease. 2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do? 3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood. II. More Situations 1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make? 2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make? 3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ? III. Homework 1. Finish all the grammar exercises on SB and WB 2. Review the whole unit

Unit 8 First aidTeaching Goals: 1. Talk about first aid and medicine 2. Learn to use the Subjunctive mood 3. Practise talking about what you should and should not do Teaching Time: 6 periods

The First PeriodTeaching aim: 1.Talk about life in the accident and how to give their first aid. 2.Develop students‘ ability of listening, speaking & reading. 3.Go on learning the subjunctive mood. Teaching Important Points 1.Talk about life in the accident and how to give their first aid. 2.Go on learning the subjunctive mood. Teaching Difficult Point Go on learning the subjunctive mood. Focus: train students‘ listening and speaking ability and develop their imagination Teaching Aids 1.a computer 2.a multi-media 3.a tape recorder Teaching Procedures I. Preparation for listening ? Look at the pictures on P58 and answer some questions. ? What can you see in the two pictures? Where are they? What do you think has happened to the boy and the girl?? Read the requirements quickly and find out what to do. II. Listening Two people have just arrived at the hospital, each with a child. A nurse is asking them questions. 1.Listen to the tape. What happened to each child? Child 1: ____________________________ Child 2: ____________________________ 2. Listen to the tape again and answer the questions. Child 1 Child 2 When did it happen? Was any first aid given? If so what was done? 3. Listen to the nurse‘s questions in the first dialogue and write them down. ?Can _____ _____ _____? ? What‘s _____ _______ _____ _____? ? What did you do _______ _______ _______ _______?

? Does _____ _____? III. Post-listening Finish the exercise ―True or False‖ 1.Harry‘s arm was bitten by a dog yesterday evening. 2. His father gave some first aid before binging him to the hospital. 3. The girl drank a bottle of ink. 4. If a dog which has a disease bite someone, he/she will die. IV. Preparation for speaking 1. What things at home can be dangerous? 2. How to prevent us from being injured at home? V. Speaking 1.Work in pairs. Use the following useful expressions to describe some pictures and tell each other what you should do and should not do. Useful expressions 2. Topics ⑴ electricity: wire: n. 电线, 电缆 Make sure that electric wires are safe and that children can‘t reach them. ⑵ Cooking: If a pan of oil catches fire, turn off the gas and cover the pan quickly. ⑶ Poisons: Don‘t pour poisons into other containers, for example, empty bottles.Keep them on a high shelf out of the reach of children. 3. work in pairs. Use the lists of dos and don‘ts below to tell each other what you should and should not do. Safety around the house Dos Don‘t‘s a. Make sure that electric wires are safe and that children can‘t reach them. b. If a pan of oil catches fire, turn off the gas and cover the pan quickly. c. Make sure that everyone in your family knows how to call 110 and 120. d. Learn more about first aid. a. Don‘t put poisons into other containers, for example empty bottles. b. Never leave small things a baby can put in its mouth on the floor or table. c. Don‘t play with electrical equipment. d. Never use ladders on a wet floor. VI. Consolidation VII. Homework Interview Imagine you are a reporter for the newspaper China Daily. You are going to interview Miss Wang who witnessed a traffic accident last week. Work together with your partner. Student A will act as the reporter and student B will act as Miss Wang. Take turns asking and answering questions. Use the questions below to get started and try to think of more questions. 1.When and where did it happen? 2. Was any first aid given? If so what was done?

3. Can you give some advice to the others Record after Teaching

The Second PeriodTeaching aim 1.Talk about life in the accident and how to give their first aid. 2.Develop students‘ ability of listening, speaking & reading. 3.Go on learning the subjunctive mood. Teaching Important Points 1.Talk about life in the accident and how to give their first aid. 2.Go on learning the subjunctive mood. Teaching Difficult Point Go on learning the subjunctive mood. Focus: train students‘ listening and speaking ability and develop their imagination Teaching Aids 1.a computer 2.a multi-media 3.a tape recorder Teaching Procedures Step 1 Brainstorming: 1.What accidents do you know? drown, poison, choke, burn/catch fire, falling, electric shock, cut, traffic accident, animal bite 2. What words do you think of about accidents ? blood/bleed, doctor/hospital,death, unconscious, wound, ambulance Step 2 Lead-in 1.What should we do if an accident happens? Ask doctors and nurses for help 2.Before the doctor comes, what is the most important ? The first aid. Step 3 New material 1.What is First Aid? First aid is ___ _______ __ giving _______ ____ to a person before a doctor can be found. 2. General reading The main idea Para 1 First aid is very important Para 2 The most important thing is to stay calm. Para 3-4 The principle/meaning of giving first aid ----- DR ABC Para 5 The learning of first aid Para 6 What we should do after giving first aid recovery position Step 4 Consolidation Comprehension 1.By saying ― Seconds count in an emergency, ‖ the writer means ________. A. time is very important B. you can count numbers by the second

C. time is life D. to be calm down, in an emergency, just say numbers by the second 2. What should you do if you want to do first aid correctly ? A. Learn with a teacher. B. Remember the letters DR ABC C. Stay calm D. All of the above 3. According to the passage, people in the accident_______. A. can be helped by anyone who‘d like to do so B. should be waken up as soon as possible C. should be put in the recovery position when having been given first aid D. can be given first aid even without checking the DR ABC 4. In the passage the author seems to be _________. A. explaining the meaning of the letters DR ABC B. telling us the importance of the first aid C. giving some basic information about first aid D. showing the importance of DR ABC 5. Which of the following sentences best expresses the main idea of the passage? A. DR ABC should be remembered B. Remembering the letters DR ABC is enough for first aid C. Why first aid is important and what the letters DR ABC stand for in an emergency D. What the letters DR ABC mean Match the following words: calm not serious or important, small drown still, without large waves slight die in water circulate return to a normal state sudden go round continuously recovery happening, coming quickly Fill in the blanks with words in the text. 1. The front part of the body between the neck and the stomach is called the______. 2. To ______ is to make a loud, long and sharp cry. 3. She shouted at me, but I tried to keep _____ and ignore her. 4. When a doctor takes a person‘s _____ , he usually puts his finger on the wrist to feel the heart beat. 5. A _______ is a large piece of woven material that people use to stay warm. Choose the best answer: 1. When a pencil is partly I a glass of water, it looks as if it ______.(NMET95) A. breaks B. has broken C. were broken D. had been broken 2. ---I stayed at a hotel while in New York. --- Oh, did you? You ______ with Barbara. (NMET98) A. could have stayed B. could stay C. would stay D. must have stayed 3. I was really anxious about you. You ______ home without a word.

A. mustn‘t leave B. shouldn‘t have left C. couldn‘t have left D. needn‘t leave 4. If he ______ call me tomorrow, I would let him know. A. should B. should not have been able C. were not able D. are not able 5. ______ today, he would get there by Friday. A. Would he leave B. Was he leaving C. Were he to leave D. If he leaves 6. If you_____ Jerry Brown until recently, you‘d think the photogragh on the right was strange. A. shouldn‘t contact B. didn‘t contact C. weren‘t to contact D. hadn‘t contacted 7. ______ he English examination I would have gone to the concert last Sunday. A. In spite of B. But for C. Because of D. As for 8. The teacher suggested that her students ______ experiences with ESP. A. write a composition on there B. to write composition about the C. wrote some compositions of his or her D. had written any compositions for his 9. The picture exhibition bored me to death. I wish I ______ to it. A. had not gone B. have not gone C. did not go D. cannot have gone 10. The teacher requested that his students ______ on time to every class. A. has to be B. were C. must be D. be Step 5 Homework Today we‘ve learned the first aid. Review the whole lesson and read the text fluently. Record after Teaching

The Third PeriodTeaching aim 1.Talk about life in the accident and how to give their first aid. 2.Develop students‘ ability of listening, speaking & reading. 3.Go on learning the subjunctive mood. Teaching Important Points 1.Talk about life in the accident and how to give their first aid. 2.Go on learning the subjunctive mood. Teaching Difficult Point Go on learning the subjunctive mood. Focus: train students‘ listening and speaking ability and develop their imagination Teaching Aids 1.a computer 2.a multi-media 3.a tape recorder

Teaching Procedures Step 1 Revision 1.What accidents do you know? drown, poison, choke, burn/catch fire, falling, electric shock, cut, traffic accident, animal bite 2. What words do you think of about accidents ? blood/bleed, doctor/hospital,death, unconscious, wound, ambulance 3.What should we do if an accident happens? Ask doctors and nurses for help 4.Before the doctor comes, what is the most important ? The first aid. 5.What is First Aid? First aid is ___ _______ __ giving _______ ____ to a person before a doctor can be found. 6. General reading Find the main idea of each paragraph Para. 1. A. The most important is to stay calm. Para. 2 B. When we have to think fast, we must remember DR ABC to give first aid. Para. 3-4 C. When we have checked the DR ABC we should give the first aid that is needed and call an ambulance. Para. 5-6 D. First aid is very important Step 2 New material Para 1 1.Why is First Aid so important ? If they ___________(know) more about giving first aid, they _______________ (help) them. That is ______ people _________(witness) an accident wished. 2.Language points ① witness v (1) vt. 目击，亲眼看到 eg. He witness the traffic accident. (2)作证，证明，成为……的证据 eg He witnessed to having seen the man enter the room. witness n The police found the witness to the murder. ② upside down (1).颠倒地， 翻到过来 The picture was hung upside down. (2). adv. 杂乱地，混乱地，乱七八糟地 The naughty boy turned a room upside down. Everything in the room was turned upside down. ③ bleed (1) vt. 出血，流血了 eg. 1). He was bleeding at the nose.= his nose was bleeding. 2) They bled for their country. (2) vt. 心痛,感到淌血般的痛苦 eg. My heart bleeds for the poor child.

bleed for 为……而流血，悲痛 bleed sb. White 榨干血汗，榨完钱财 bleed to death 出血过多死亡 Para 2 1.What is the most important thing when dealing with an emergency? The most important thing to keep in mind is that you _______(stay) calm. If we___________ (panic) , we _______ (not be) able to help. Step 3 Consolidation Fill in blankets with proper words according to the text. To give first aid correctly, you can use the letters ―_______‖ to help you to remember the things you need to do. First we should make sure that the _______scene is no longer_________. Then we can ask the person ______ questions to see if he/she is ________ and can breathe. We must make sure the person‘s ______ is open and it‘s easy to breathe by gently ______the person‘s head back silently. If the person is not breathing, we must try to start his/her________ at once within five minutes, or he/she may die. At last, we can look for color,________, and eye movement to see if the person‘s blood is_________. We can also put a finger on the person‘s wrist or neck to check his/her_____. If the person is bleeding, we should ______the wound with a clean piece of _____and _____on the wound to stop the bleeding. Step 4 Homework Today we‘ve learned the first aid. Review the whole lesson and read the text fluently. Record after Teaching

The Fourth PeriodTeaching aim 1.Talk about life in the accident and how to give their first aid. 2.Develop students‘ ability of listening, speaking & reading. 3.Go on learning the subjunctive mood. Teaching Important Points 1.Talk about life in the accident and how to give their first aid. 2.Go on learning the subjunctive mood. Teaching Difficult Point Go on learning the subjunctive mood. Focus: train students‘ listening and speaking ability and develop their imagination Teaching Aids 1.a computer 2.a multi-media 3.a tape recorder Teaching Procedures I. Revision 1.What is First AidFirst aid is ___ _______ __ giving _______ ____ to a person before a

doctor can be found. 2.Find the main idea of each paragraph Para. 1. A. The most important is to stay calm. Para. 2 B. When we have to think fast, we must remember DR ABC to give first aid. Para. 3-4 C. When we have checked the DR ABC we should give the first aid that is needed and call an ambulance. Para. 5-6 D. First aid is very important II. New materials Part 1 1. Why is First Aid so important? If they ___________(know) more about giving first aid, they _______________ (help) them. That is ______ people _________(witness) an accident wished. 2. Language points ①witness v (1) vt. 目击，亲眼看到 eg. He witnessed the traffic accident. (2)作证，证明，成为……的证据 eg He witnessed to having seen the man enter the room. witness n The police found the witness to the murder. ②upside down (1).颠倒地， 翻到过来 The picture was hung upside down. (2). adv. 杂乱地，混乱地，乱七八糟地 The naughty boy turned a room upside down. Everything in the room was turned upside down. ③bleed (1) vt. 出血，流血了 eg. 1). He was bleeding at the nose.= His nose was bleeding. 2) They bled for their country. (2) vt. 心痛,感到淌血般的痛苦 eg. My heart bleeds for the poor child. bleed for 为……而流血，悲痛 bleed sb. White 榨干血汗，榨完钱财 bleed to death 出血过多死亡 Part 2 1. What is the most important thing when dealing with an emergency? The most important thing to keep/bear in mind is that you _______(stay) calm. If we___________ (panic) , we _______ (not be) able to help. On the __________ , if we know how to _________ , we can save lives. 2.language points ①respond ( to ) I asked him. But he didn‘t respond to my question. After a month in hospital, she hasn‘t responded to treatment yet. He responded to the bad guy with a blow

②response n. Her cries for help met with no response. He made/gave no response to my question. in response to He opened the door in response to a knock. What do the hospitals recommend ? recommend/adviseThey recommend us _______ (use) DR ABC . They recommend that we __________ ( use )DR ABC.They recommend _______ (use) DR ABC recommend +n +to do recommend that …(should) do recommend doing He recommended a good dictionary ___ me . = He recommended me a good dictionary. I recommend her ___ your secretary. I recommend her ____ the job. 3.Fill in blankets with proper words according to the text. To give first aid correctly, you can use the letters ―_______‖ to help you to remember the things you need to do. First we should make sure that the _______scene is no longer_________. Then we can ask the person ______ questions to see if he/she is ________ and can breathe. We must make sure the person‘s ______ is open and it‘s easy to breathe by gently ______the person‘s head back silently. If the person is not breathing, we must try to start his/her________ at once within five minutes, or he/she may die. At last, we can look for color,________, and eye movement to see if the person‘s blood is_________. We can also put a finger on the person‘s wrist or neck to check his/her_____. If the person is bleeding, we should ______the wound with a clean piece of _____and _____on the wound to stop the bleeding. 4.What should we do when we have checked the DR ABC? ( correct order ) ( ) 1.Bend the person‘s leg so that he or she will not roll over. ( ) 2. Roll the person onto one side. Keep the legs straight. ( ) 3. We should give the first aid and call an ambulance. ( ) 4. Place the hand of the person‘s upper arm under his or her chin. ( ) 5. We should put the person in the recovery position. V. Homework Revise the whole language points appeared in the passage. Record after Teaching

The Fifth PeriodTeaching aim 1. Talk about life in the accident and how to give their first aid. 2. Develop students‘ ability of listening, speaking & reading. 3. Go on learning the subjunctive mood. Teaching Important Points 1. Talk about life in the accident and how to give their first aid. 2. Go on learning the subjunctive mood. Teaching Difficult Point Go on learning the subjunctive mood. Focus: train students‘ listening and speaking ability and develop their imagination Teaching Aids 1.a computer 2.a multi-media 3.a tape recorder Teaching Procedures I. Lead-in 1.Show some pictures of the car, house, money, job ect. And ask T: What is the most important in our life? S: Life is the most important. T:Life is precious, however, Life is also weak! 2.Ask What can make our life weak ? Disaster, disease, accident, war ect. II. New materials Common injuries 1. How to give first aid to the following accident? drowning, traffic accident, animal bite, burn, cut, electric shock, choking 2. The principle of giving first aid D danger R response A airway B breathing C circulation 3. What other accidents happen indoors or outdoors? 4. How to deal with common injuries? Common injuries: animal bite, cut, burn, poisoning 5.What are common injuries? Common injuries are accidents that easily happen ______ or outdoors. We _____ not be able to prevent them ________ (happen), _______ , everyone should know what to do if an accident happens. 6.can not & may not 1. It is possible that he does not know the truth.

= He ____ not know the truth. 2. It is not possible that he knows the truth. = He ____ not know the truth. III. Discussion Task 1 You are a doctor ,tell your classmates how to deal with these 4 common injuries. Cuts Poisoning Animal bites burns Wash the area of cut Dry it Cover it with a piece of dry clean cloth Stop bleeding Go to the hospital at once. Never pull it out of the cut. You ought to… Make sure… Get him or her to breathe & spit out poison Call for an ambulance Search for any poison Call 119 first and tell them the exact address on the phone. If someone is badly burnt,we should call 120 Wash the wound with cold running water. See a doctor as soon as possible Cool the area of skin Wash it under the cold tap See a doctor if necessary Cover the wound with bandage / clean cloth Task 2 What‘s your first aid IQ? 1.Your friend has an asthma(哮喘) attack, but she doesn‘t have her medicine. You‘d better: A. Get a paper bag for her to breathe into. (B) B. Get her a cup of coffee. C. Take her outside for fresh air. 咖啡因对气管扩张有效。 2.You should wait at least five minutes before touching somebody who has been struck by lightening(闪电), or you might get a shock(打击). (A) A. True B. False 3. The best way to treat a hurt ankle(踝关节) is to: (A) A. Put an ice pack on your ankle. B. Put a heating pad(电热垫) around your ankle. C. Keep on walking and jumping. 4. If you get a nosebleed(鼻出血), gently let your head back to stop the bleeding. (B) A. True B. False 此举会使血流进喉咙，易造成窒息。 5. To treat a burn, you: (B) A. Rub(涂,擦) some butter on it. B. Hold the burnt part under cold running water.

C. Put salt on the burnt part. 6. To treat a choke, you should make him/her spit by patting him/her on the back. (A) A. True B. False 7. If someone is having a heart attack, you should first: (A) A. Call 120 B. Perform CPR(心肺复苏) Assessment of results ?All correct: Congratulations! You have a good knowledge of first aid. Maybe you will become a first aid expert in the near future. ? 4～6: You have some knowledge of first aid, but you should work harder and learn more about it. ? 0～3: It seems that you are not interested in first aid. If an emergency happens to the people around you, you will have some trouble in helping them. Task 3 Other common injuries How to deal with nose bleeding ?Stay calm. ?Breathe through the mouth, not the nose. ?Sit up and bend the head slightly forward. ?Pinch 捏 both nostrils 鼻孔 shut using a thumb and forefinger. ?Spit out any blood that collects in the mouth. Food poisoning: Make sure to wash them again and again before eating. IV Language points ?injury n ?injure v ?injured adj That traffic accident ________ his leg seriously last week .Since then, he has been suffering from the________ for a long time . His ________ look made his mother very sad. V. Homework Revise the whole language points appeared in the passage. Record after Teaching.